Mary M. Frasier Lisa L. King Betty Watts-Warren Bonnie Cramond Sally Krisel Historically, the study of family influences on the achievement of economically disadvantaged youth has focused on status variables. A moderate, positive correlation has been found between socioeconomic status and children's academic achievement. However, status variables have been criticized for oversimplifying a complex problem. In their stead, family process variables have been studied. Family processes, such as support of education and aspirations for children's academic attainment, have been shown to influence positively the achievement of children.
Studies continue to be done from both a status and a process point of view.
More recent studies of status have focused on family structure variables. These studies have shown a correlation between single parenting and low academic achievement. However, the presence of extended family members has been shown to overcome this problem in many instances. Further, some researchers have shown that the relationship of single parenthood with academic achievement is mediated through processes in the family that support academic achievement. In lieu of studying status and process variables, more recent studies have begun to investigate the impact of contexts on family processes that affect academic achievement.