Socioeconomic Status Quotes

“The human impulse behind the isolation of class is as basic as impulses get: People like to be around other people who understand them and to whom they can talk.”
― Charles Murray, Coming Apart: The State of White America, 1960-2010

“It’s is their “will” that plays part in the solidarity, not their socio-economic status!”
― Mohith Agadi

“I'm not working class anymore,' he said. 'I'm lower-middle. I use three types of oil in my kitchen. Admittedly one of them is WD-40, but that counts, doesn't it?”
― Christopher Fowler

“What's important to recognize is that in the U.S. today, tens of millions of kids start life on a uneven playing field. Imagine having to try to run a race if you started ten yards behind everyone else, hadn't eaten breakfast that morning, or maybe even dinner the night before, had slept in your third homeless shelter that month and didn't have shoes that fit right. Catching up would be really, really hard. With almost 32 million American kids living in low-income families, that means four out of ten runners are starting far back.”
― Chelsea Clinton, It's Your World: Get Informed, Get Inspired & Get Going!

“Can't you clerk in a store?'
'No.'
'Can't you be a waitress?'
'Would you be anything like you're suggesting to me? Then why, if you're too good, is it all right for me?'
'It's not a question of superiority, Dora. Come on, be a telephone operator and get paid while you work. Or how about ushering in a theater? I have it. You'll get a job in a flower shop. They always do.'
He looked at her so sharply that she knew she must make some answer, and she began to speak as if her words came from another mind, another mouth. 'I am beyond this plane of animal existence. I'm made of different stuff. I lived all this ages ago and I'm through with it for good.”
― Margery Latimer

“The connection between childhood adversity and frontocortical maturation pertains to childhood poverty. Work by Martha Farah of the University of Pennsylvania, Tom Boyce of UCSF, and others demonstrates something outrageous: By age five, the lower a child’s socioeconomic status, on the average, the (a) higher the basal glucocorticoid levels and/or the more reactive the glucocorticoid stress response, (b) the thinner the frontal cortex and the lower its metabolism, and (c) the poorer the frontal function concerning working memory, emotion regulation, impulse control, and executive decision making; moreover, to achieve equivalent frontal regulation, lower-SES kids must activate more frontal cortex than do higher-SES kids.

In addition, childhood poverty impairs maturation of the corpus callosum, a bundle of axonal fibers connecting the two hemispheres and integrating their function. This is so wrong—foolishly pick a poor family to be born into, and by kindergarten, the odds of your succeeding at life’s marshmallow tests are already stacked against you.”
― Robert M. Sapolsky, Behave: The Biology of Humans at Our Best and Worst

“Few have failed to observe that the much vaunted cultural creativity expressed in Trinidad and Tobago has come principally from the ordinary African descended people at the bottom of the economic ladder.”
― Earl Lovelace

“Even when money and your finances are an acute priority, it literally pays to focus on the value you're bringing to others. When researchers followed a longitudinal sample of 4660 people over nine years, they found that having a sense of purpose in the first year of the study (based on a standard assessment of purpose in life) was associated with higher levels of both income and net worth over time. What's more, even when they controlled for other variables like life satisfaction and socioeconomic status, people with a sense of purpose at at work also had significantly higher incomes at the end of those nine years.”
― Tom Rath, Life's Great Question: Discover How You Contribute To The World

“With the proper training and advantages, I think any horse can be great. Family name is a burden unique to humans”
― Stacey Lee, The Downstairs Girl

“When studies using mental ability test scores from children are considered, the heritability of mental ability is typically found to be about .40, and the effect of the common or shared environment is found to be almost as strong, about .35. In contrast, when studies using mental ability test scores from adults (or older adolescents) are considered, estimates of the heritability of mental ability are much higher, typically about .65, whereas estimates of common or shared environment effects are much lower, probably under .20 (see review by Haworth et al., 2010). These findings indicate that differences among children in their levels of mental ability are attributable almost as much to their common environment—that is, to features of their family or household circumstances—as to their genetic inheritances. However, the findings also suggest that as children grow up, the differences among them in mental ability become less strongly related to the features of their common environments, and more strongly related to their genetic inheritances. In other words, the effect on one's mental ability of the family or household in which one is reared tends to become less important as one grows up, so that by adulthood one's level of mental ability is heavily dependent on one's genetic characteristics. It is as if one's level of mental ability—relative to that of other persons of the same age—can be raised (or lowered) during childhood by a particularly good (or poor) home environment, but then gradually returns to the level that one's genes tend to produce.

The aforementioned findings are based mainly on samples of participants who belong to the broad middle class of modern Western countries. There is some evidence, though, that the heritability of IQ tends to be somewhat lower (at least until young adulthood, and perhaps beyond) when studies are conducted using participants of less enriched environments, such as those in economically underdeveloped countries or in the lowest socioeconomic classes of some Western countries (see review by Nisbett et al., 2012). One recent study (Tucker-Drob & Bates, 2016) found that in the United States, additive genetic influences had a weaker influence on IQ among persons of low socioeconomic status than among persons of high socioeconomic status. (Interestingly, Tucker-Drob and Bates did not find this effect in western European countries or in Australia, where socioeconomic status differences tend to be smaller.) The above findings suggest that whenever the heritability of IQ is discussed, it is important to consider the ages of the persons being examined as well as their socioeconomic status and their country.”
― Michael C. Ashton, Individual Differences and Personality

“Socioeconomic status is a well-known external contributor to academic underachievement.”
― Asuni LadyZeal

“Students from lower socioeconomic backgrounds often face financial difficulties and social stigma, which can adversely affect their mental health and academic performance.”
― Asuni LadyZeal

“Parents of students from lower social economic status families may find it challenging to be actively involved in their children's education due to long working hours and financial difficulties.”
― Asuni LadyZeal