Date Approved

5-9-2006

Embargo Period

3-31-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Second Advisor

Klanderman, John

Subject(s)

Education--Parent participation; Students--Social conditions

Disciplines

Educational Psychology

Abstract

The purpose of this study was to examine the effect of social economic status on a child's behavior and his parental involvement. By obtaining archival files of students formerly enrolled at the Abbott center, Tiny Tots Preschool in Vineland, NJ, the researcher was able to correlate the amount of behavior problems with parental involvement and income.

The hypothesis of this study is that children of lower socio-economic status tend to have more behavior problems and less parental involvement than children of higher socio-economic status. This hypothesis was partially supported by the study. The study found that the majority of students that exhibited high levels of behavior problems was of lower socio-economic income. However, these students' parents were as involved or sometimes more involved than their higher achieving peers.

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