Lee, Kyoungwon2009-07-312009-07-312009-05https://hdl.handle.net/11299/52307University of Minnesota Ph.D. dissertation. May 2009. Major: Educational Psychology. Advisor: Michael Harwell. 1 computer file (PDF); ix, 119 pages, appendices A-B.Educational models of achievement almost always include SES measures but these measures are typically selected in an atheoretical way. Using social class theories to conceptualize SES in a study and to help select SES measures should enhance the credibility of inferences. The social class theory literature was reviewed and used to identify SES measures consistent with particular theories. The reviewed social class theories were Weberian, Marxian and Occupationalist theories and SES measures consistent with these theories were income, education, and occupation, respectively. A meta-analysis was used to provide an empirical test of the effect of selecting SES measures in a theoretically grounded way on the relationship between SES and achievement. The results indicated that there were small differences favoring the theoretically grounded measures. The importance of educational researchers turning to the social class literature for guidance in conceptualizing and measuring SES is discussed.en-USHLMMeta-AnalysisSESEducational PsychologyThesis or Dissertation