CHAPTER 1

INTRODUCTION

Background of the Study

Everyone have the rights to have a quality education, regardless of our

circumstances and or what race we belong to. Education is the process of learning and
knowledge acquisition at a place of learning. The adage "A gift of knowledge can bring
us to the top of the most wonderful mountain, the gift of knowledge can take us to the
deepest ocean" is true. Quality education develops critical thinking in addition to learning
accepted facts. It also serves as a manipulator of intellectual curiosity which will lead to
lifelong learning. It is mainly a dynamic concept. For RTEI (2017), quality education
evolves together with the many states and societal structures in the world. However,
international human rights law provides a general legal framework that guarantees quality
education.

A recent wave of literature has established an important link between the

socioeconomic status of a family and the learning environment available to children. The
term "socioeconomic status" refers to a person's or a group's place on the socioeconomic
scale. This position is based on a variety of social and economic factors, including
income, the level and type of education, the type and prestige of occupation, the location
of residence, and, in some societies or segments of society, ethnic origin or religious
background. It is widely believed that the social and economic status of parents can
contribute significantly to student success at educational institutes. Families from the low
socioeconomic status group are less likely to have economic resources or time available
to provide due academic support to their children. Existing literature in this field suggests
that the children’s initial reading capability is largely associated with the home literacy
surroundings, the number of books owned and parent suffering (Barbarin & Aikens,
2015). However, parents from the low socioeconomic status groups may be powerless to
meet the expense of resources such as books, computers, or tutors to produce this helpful
literacy environment (Orr, 2003).

Choosing a career and its concomitant programme of study is probably one of the
biggest decisions students will face in their lives. Frequently, learners have notable
aptitudes and skills at school, but cannot pursue their chosen career because of limited
family financial resources. This dilemma is widespread across all age groups and
professions and is likely to impact on scarce skills training in. It begs the question of
whether there is a relationship between family income and students' career choices.
Families' socioeconomic levels are often cited as a potentially confounding variable in
studies on adolescent career choice and commitment (0°Brien and Fassinger 1993).
Rojewski and Yang(1997) found that socioeconomic status was the most significant
indicator of low occupational aspirations. Household income is an important factor in
determining access to education, as education potentially incurs a range of costs, both
upfront and hidden (Hunt 2008, 7). The salient barrier to equality of access and
participation for disadvantaged learners is regarded as relative poverty, and this issue has
played an important role in determining the opportunities available to all. The income
level of families with a child at high school, may determine what career a student chooses
during a specific time in that student's life; choices that will determine a large part of the
student's future. Ebrahim (2009, 25) posits that the pressure on students from low-income
families to leave school and contribute financially to the family income is an important
reality that also needs to be considered.

Though McCandless, Lueptow and McClendon (1989) did not examine the effects
of socioeconomic status on career development, they found that traditional gender
stereotyping is more common in higher-income families. Both of the latter two studies
indicate that correlations may exist between socioeconomic levels and students' career
choices or career aspirations. However, no studies to date have explored the impact of
family income on students' career choice and/or commitment. It is essential, therefore, to
discover and understand the individual and social factors that play a role in the process of
students° career development.

The primary purpose of this study is to gather information about the influence of the
socioeconomic status on the career choices of Accountancy, Business, and Management
students. To know how the socioeconomic status of students affects their career choices.

Statement of the problem

This study is designed to determined the Impact of Socioeconomic Status on the

Career Choices of ABM students.

Specifically, this study aims to answer the following:

1. What is the profile of the students when group according to the following variables:
a. sex

b . age

c. socioeconomic status

d. location

2. What is the impact of socioeconomic on the career choices of Accountancy, Business,

and Management students?

3. What are the significant impact of socioeconomic status on the career choices of ABM
students?
Theoretical Framework

A theoretical framework for understanding the impact of socioeconomic status on the

career choice of students can be developed by considering various sociological and
psychological theories. Here is a framework that combines these perspectives:

1. Social Cognitive Career Theory (SCCT):

Key Concepts: SCCT emphasizes the role of personal and environmental factors in
career development. It posits that individuals' career choices are influenced by their self-
efficacy beliefs, outcome expectations, and contextual support.

Application: In the context of socioeconomic status, students from different

backgrounds may have varying levels of self-efficacy and outcome expectations for
specific careers. Lower socioeconomic status (SES) students might perceive certain
careers as less attainable due to economic constraints and limited access to resources.

2. Social Capital Theory:

Key Concepts: Social capital theory focuses on how social networks and relationships
can provide valuable resources and information. People from higher SES backgrounds
may have greater access to social capital through family connections and networks.

Application: Higher SES students may have more opportunities to access career
guidance, internships, and mentor ship through their social networks, influencing their
career choices. Lower SES students may lack such connections and support.

3. Structural Functionalism:

Key Concepts: This theory suggests that society is like an organism with different parts
working together to maintain stability. It highlights the role of institutions (e.g.,
education) in maintaining social order.

Application: Students from lower SES backgrounds may face challenges in accessing
quality education and resources. This can limit their exposure to a wider range of career
options, leading to a more limited set of choices.

4. Cultural Capital Theory:

Key Concepts: Cultural capital refers to the non-financial social assets that help
individuals succeed in society, such as knowledge, skills, and education. Different social
classes possess varying levels of cultural capital.
Application: Students from higher SES backgrounds are more likely to have exposure to
a variety of cultural and educational experiences that can influence their career
preferences. Lower SES students may lack this exposure.

5. Economic Theory of Career Choice:

Key Concepts: This theory emphasizes the rational decision-making process in career
choice. Individuals make choices based on the expected economic benefits.

Application: Students from lower SES backgrounds may prioritize careers that provide
immediate financial stability over their long-term interests. They may choose careers that
require less education and training due to economic constraints.

6. Intersectionality:

Key Concepts: Intersectionality theory recognizes that individuals have multiple social
identities (e.g., gender, race, SES), and these intersect to shape experiences and
opportunities.

Application: The impact of SES on career choice is influenced by other factors, such as
gender and race. For example, a low-SES minority female may face unique challenges
and make different career choices compared to a low-SES white male.

This theoretical framework acknowledges the complex interplay between

socioeconomic status and various factors that influence career choices. It highlights the
importance of considering not only the economic dimension but also the sociocultural,
educational, and individual aspects that shape career decisions. Researchers and
policymakers can use this framework to design interventions and support systems that
address the disparities in career choices among students from different socioeconomic
backgrounds.

Scope and Delimitation of the study

Scope of the study:

The study focuses on the Impact of Socioeconomic Status on the Career Choices of
Accountancy, Business, and Management Students. This study will be done with Hard
Copy Questionnaire as a Survey. This study will be done with Hard Copy Questionnaire
as a survey:

Limitations of the study:

This study will not cover the other problems that are not necessarily connected on ABM’s
perspectives. This only limits to ABM students in Senior High School. We will get 30
participants in every section, 15 males and 15 females. The limitation of this is to
determine the Impact of Socioeconomic Status on the Career Choices of ABM Students.

Significance of the study:

Generally. this study will be a great benefit to the Students, Parents, Teachers and
Future Researchers, not only in Victorias , but across the nation as well.

More specifically, the students may benefit from the recommendation of the
study. Students who have low socioeconomic status need to know what courses are in
demand

The findings of this study may also be advantageous to parents. The

comprehensive knowledge parents require to support and direct their child's career
decision will be provided.

Teachers could find this study to be very useful. They will be better able to assist
the students in selecting the proper career for their socioeconomic status. It's possible that
the study will add to the body of knowledge and research on socioeconomic status and
profession choice.

Other researchers conducting related research can make use of the findings from
this study.

DEFINITION OF TERMS
Listed below are terms taken from this research, which the researcher believe , have to
be define. These is necessary to allow future readers of this research to easily understand
the contents of this research.

Socioeconomic Status- Conceptually, this term refers to an economic and sociological

combined total measure of a person's work experience and of an individual's or family's
economic access to resources and social position in relation to others.(Wikipedia).
Operationally, this term refers to a complex concept that involves education, income,
overall financial security, occupation, living conditions, resources of the students
family that can affect to their career choices.

Career choice- Conceptually, this refers to the selection of a particular path or

vocation in terms of career.(https://psychologydictionary.org/career-choice).

Operationally, this refers to the process by which individuals decide and select the

occupation or profession they wish to pursue. It involves considering one's interests,

values, skills, and aspirations, as well as various external factors that can influence the

decision.

Impact- Conceptually, this term refers to the force or action of one object hitting

another.(Wikipedia).Operationally, impact in this context relates to the effect or influence

that socioeconomic status has on the decision-making process of choosing a career. It can

manifest in various ways, such as shaping the available opportunities, influencing

aspirations, and determining the resources and support available to individuals.

The Impact of Socioeconomic Status on the Career Choices of Accountancy,

Business, and Management students
RESEARCH IN DAILY LIFE 2

Submitted to:

Mrs. Mildred Lozano

Submitted by:

Marinel A. Catahay

Kreischa Crystille R. Dublar

Zekiah Faith J. Abalunan

Rodmer J. Galgame