„There is evidence that, in general, children from lower SES families experience less developmentally enhancing activities at home, exposure to books, reading, and verbal interactions with parents in comparison to higher SES children. And that parental cognitive stimulation affects student intrinsic motivation above and beyond the effect of SES. […] Interest and enjoyment are fostered to a substantial degree through the students’ exposure to and experiences with cognitively stimulating learning activities and the provision of learning materials. Socially disadvantaged children are often deprived of these experiences within their home environments.“
Dr. Daniel H. Caro, „Socio‑economic gaps in subject interest: the mediating role of parental cognitive involvement“. In: „Large-scale Assessments in Education“ (2018), 6:13, S. 6