A decade of measuring SES: What it tells us and where to go from here.

By M. Ensminger, Kate E. Fothergill. 2003

251 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5c0787170c54540d3913b744a8d436033419a4ac

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Citations in the corpus

Socioeconomic Status, Family Processes, and Individual Development (2010, background): “Most contemporary investigators agree that three quantitative indicators provide reasonably good coverage of the domains of interest: income, education, and occupational status (Bradley & Corwyn, 2002; Ensminger & Fothergill 2003).”
How social contexts support and shape language development (2006, background): “The individual effects of the components of SES is, at present, an unanswered question (Ensminger & Fothergill, 2003), but whether measured with a single indicator or an aggregate variable, the effects of SES on children’s language environments and language development are robust and substantial.”
Socioeconomic Status and Child Development (2013, background): “…comprised of combinations of at least two of the following: parental education level, parental marital status, parental employment status, parental occupation prestige, and household income and eligibility for subsidy (Ensminger & Fotherill, 2003), hereafter referred to as “composite” measures.”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “…to be a multidimensional construct that has been measured in various ways (Oakes & Rossi 2003), most contemporary investigations center on parental education, family income, and parental occupation, or some combination of these three indices (Bradley & Corwyn 2002, Ensminger & Fothergill 2003).”
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research (2005, background): “Many researchers use SES and social class interchangeably, without any rationale or clarification, to refer to social and economic characteristics of students (Ensminger & Fothergill, 2003).”
An interactionist perspective on the socioeconomic context of human development. (2007, background): “Despite the fact that these indicators of social position are positively correlated (Ensminger & Fothergill 2003), there also is general agreement that they should not be combined into simple composite scores.”
Effects of input on the early grammatical development of bilingual children (2010, background): “All children have the same age, gender and parental level of education (hence socio-economic status, see: Ensminger & Fothergill 2003).”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “Ensminger & Fothergill (2003) criticized the way researchers are investigating SES, ARAM: CONTINUITY IN LITERACY ACHIEVEMENTS FLA 25(3) Dorit Aram 9/29/05 12:02 PM Page 25 claiming that studies mainly utilize SES to describe samples rather than examining its potential for understanding deeper and…”
Individual differences in adult decision-making competence. (2007, background): “…risk perceptions.1 Relationship With Demographic Characteristics Disadvantaged SES, referring to limited material resources and education (Ensminger & Fothergill, 2003), increases exposure to uncontrollable and controllable negative life events (Brady & Matthews, 2002), with poor…”