Why Impoverished Children do well in Ugandan Schools

Datos Bibliográficos

ID5773832
AutoresStephen P Heyneman (0000-0002-0944-1182, autor de correspondencia)
Año1979
Volumen15
Número2
Páginas175-185
Fecha de publicación1979-06-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaComparative Education (JOURNAL)
Identificadores de la revistaISSN: 0305-0068 • E-ISSN: 1360-0486
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0305006790150206
OpenAlexW2143660120
IdiomaEN
Citas recibidas22
Referencias citadas38

The influence of socioeconomic status upon the academic performance of poor children in Ugandan schools is investigated. In Uganda, socioeconomic status has little influence on school children's academic performance because the children of the wealthy are no more self-confident than are the children of the poor. The lack of influence exerted by socioeconomic status is due to the comparative recency of wide economic stratification; the close link between academic achievement, educational attainment, and later occupational success; and the universalistic prerequisite to educational advancement, the Primary Leaving Examination. Economic status is not linked with attitudes of self-concept. Therefore, although characterized by wide differences in wealth, Ugandan school children cannot be said to be marked by divisions of social class. Finally, the presence of the Primary Leaving Examination ensures that all have an equal chance for success. This exam maintains personal confidence by assuring children that, regardless of how menial their background, they will be judged fairly. Thus, it can be concluded that academic advantage is not an inevitable condition of economic privilege. 60 references

Educational attainment · Social status · Social stratification · Poverty, Education, and Child Welfare · School Choice and Performance