How do educational contexts contribute to the social class achievement gap: documenting symbolic violence from a social psychological point of view

Frank and Gilovich (1988) found that teams with black uniforms were penalized by referees more than other teams that did not wear black uniforms in the U.S. National Football League (NFL), and the U.S. National Hockey League (NHL). This finding was examined for the referees in the Turkish Premier Soccer League (TPSL) for the soccer teams wearing or not wearing black uniforms during actual games. 30 male referees' (ages 22–45 years, M = 34.8) decisions were analyzed in a total of 2,142 Turkish premier soccer league games played in 7 seasons. Using the number of red and yellow cards and penalty kicks teams drew as a penalty decision criteria, no significant differences were found between Turkish soccer teams wearing black uniforms or those not and the number of penalty kicks. This result, which was different from that of Frank and Gilovich's work, was discussed in relation to the social psychological point of view of different cultures and societies.

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Stereotypes of working women: the power of expectations

Social Science Information ◽

10.1177/0539018405050463 ◽

2005 ◽

Vol 44 (1) ◽

pp. 113-140 ◽

Cited By ~ 15

Author(s):

Elisabetta Camussi ◽

Carmen Leccardi

Keyword(s):

Gender Stereotypes ◽

Female Gender ◽

Point Of View ◽

Social Changes ◽

Social Psychological ◽

Self And Other ◽

Sociological Approach ◽

The Social ◽

Psychological Point ◽

Normative Dimension

English The article considers the normative dimension of female gender stereotypes, underscoring the prescriptive and self-prescriptive power they contain. Particularly highlighted, from the social psychological point of view, is the recurring reproduction (even by women) of expectations of an intra-gender homogeneity based on a traditional female role. Emphasis is put on how this tendency to refuse to recognize intra-gender differences - often evident in job contexts - may contribute to conserving the power imbalances existing between men and women, and to sustaining women's systematic relegation to 'second place' in the workplace. As an example, the article contains some free quotations relating to the qualitative analysis made of women's discursive productions collected in a wider research project on the relation between gender and science. These aspects of stereotypic self- and other-perception - and the social expectations deriving from them - are also discussed in the light of the sociological approach to gender identity, and in their relations to practices and to ongoing social changes. French Cette contribution reprend la dimension normative des stéréotypes de genre féminin en soulignant le pouvoir normatif et auto-normatif qu'ils contiennent. D'un point de vue psychosocial, la reproduction constante d'attentes, même féminines, vers une homogénéité au sein des femmes, déclinée sur un rôle féminin traditionnel, est particulièrement mise en évidence. Il est souligné que cette tendance à méconnaître les différences au sein des femmes, souvent criante dans le contexte professionnel, peut contribuer à la conservation des déséquilibres de pouvoir existant entre hommes et femmes au travail en favorisant le classement continu des femmes à la 'deuxième place' dans les organisations. Quelques extraits de l'analyse qualitative effectuée sur les discours féminins relevés dans un projet de recherche plus ample sur la relation entre genre et science sont cités à titre d'exemple. Ces aspects d'auto- et hétéro-perception stéréotypique - et les attentes sociales qui en dérivent - sont également discutés à la lumière de l'approche sociologique de l'identité de genre, dans leur relation avec les pratiques et face aux changements sociaux en cours.

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WHISTLE-BLOWING AS A DETERRENT TO ORGANIZATIONAL WRONG-DOINGS: FROM THE SOCIAL PSYCHOLOGICAL POINT OF VIEW

SOCIOTECHNICA ◽

10.3392/sociotechnica.1.268 ◽

2003 ◽

Vol 1 ◽

pp. 268-277 ◽

Cited By ~ 4

Author(s):

Jinmin WANG ◽

Sousuke MIYAMOTO ◽

Hiroyuki KONNO ◽

Kouichi E. OKAMOTO

Keyword(s):

Point Of View ◽

Social Psychological ◽

Whistle Blowing ◽

The Social ◽

Psychological Point

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Poverty and Social Psychology: The Importance of Integrative Manner

10.5772/intechopen.95833 ◽

2021 ◽

Author(s):

Filiz Çömez Polat

Keyword(s):

Poverty Reduction ◽

Social Problems ◽

Point Of View ◽

Social Psychological ◽

Research Fields ◽

Psychological Correlates ◽

The Social ◽

The World ◽

Psychological Point ◽

Road Maps

As one of the most important social problems in the world, poverty has been studied by various disciplines. Although poverty is a basic subject of economics, it has also become one of the prominent research fields of social sciences in recent years. Poverty also relates to many psychological processes and mechanisms just as in the other social problems in the world. It is assumed that the social-psychological approach to poverty may contribute to establishing different road maps in combating poverty. Therefore this study aims at contributing to poverty reduction efforts from the social-psychological point of view by providing an integrative review of the social psychological correlates of poverty based on the empirical findings. Also, by including arguments such as social identity, migration, ideology and social context in poverty studies to be conducted with a social psychological perspective, a contribution can be made to poverty reduction with multidimensional research methods.

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ANALISIS KEBIJAKAN ALBA & PETROCARIBE NICOLAS MADURO MOROS UNTUK MENGHADAPI DOMINASI POLITIK NEOLIBERALISME AMERIKA SERIKAT DI VENEZUELA PADA TAHUN 2015 - 2017

Indonesian Journal of Peace and Security Studies (IJPSS) ◽

10.29303/ijpss.v2i2.43 ◽

2020 ◽

Vol 2 (2) ◽

Author(s):

Laode Muhamad Fathun

Keyword(s):

Foreign Policy ◽

Policy Decision ◽

The United States ◽

Point Of View ◽

Primary Data ◽

Economic Point ◽

The People ◽

The Social ◽

Psychological Point ◽

Negative Effect

Poverty in this country. During the reign of Chavez and Maduro the people felt a little prosperity again, but this is what America hates because America is finding it difficult to implement its neoliberalism policy in Venezuela. After the events that continue to happen, Maduro does not remain silent. Namely by continuing Chavez's socialist policies. Here the researcher uses the theory of foreign policy decision making by Alex Mintz to explain what factors influence Maduro policy and here the researcher uses the concept of national interest to explain what Maduro's interests are in this policy, this research methodology is qualitative explanatory using interviews as data. secondary and librarian as primary data. This research finds 4 main factors in Nicolas Maduro's foreign policy. From the social condition of Venezuela itself which is very crisis-ridden to the point where there is a split between the layers of society, Maduro finally does not listen to the people's complaints to him, then from a psychological point of view, Maduro, who really hates the United States, has a very tough mindset that he is too confident in his beliefs. In order to be able to fight America, in the end his belief was not in accordance with expectations and instead had a negative effect. Therefore, it is clear that emotions play an important role in important political decisions. From an economic point of view, Venezuela is no longer able to support its own country in economic terms. If this country supports itself, there will be greater destruction

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’n Sosiaal-psigologiese perspektief op lidmate in die Mangaung-area se houding teenoor kerkvereniging in die Nederduitse Gereformeerde Kerkfamilie: ’n kruiskulturele ondersoek

In die Skriflig/In Luce Verbi ◽

10.4102/ids.v41i1.295 ◽

2007 ◽

Vol 41 (1) ◽

Cited By ~ 1

Author(s):

P. Jonck ◽

P. Verster

Keyword(s):

Cross Cultural ◽

Point Of View ◽

Dutch Reformed ◽

Church Members ◽

Social Psychological ◽

Reformed Church ◽

Psychological Point ◽

Gathering Data ◽

Social Psychological Perspective ◽

Dutch Reformed Church

A social-psychological perspective on the attitude of members in the Mangaung area towards church unification within the Dutch Reformed family of churches: a cross-cultural investigation Until recently, only one investigation had been conducted into church members’ attitudes towards church unification. This was done from a theological instead of a social-psychological point of view. The term “attitude” may be defined as the expression of inner feelings that reflect whether the person concerned has a favourable or unfavourable predisposition towards a certain object. Church unification entails the process of uniting separate church denominations within the Dutch Reformed Church family. The aims of this study were achieved by gathering data from respondents of six Dutch Reformed congregations (N=104; 46, 6%), as well as six Uniting Reformed congregations (N=47; 21, 1%). The remainder of the respondents came from five Dutch Reformed Church in Africa congregations (N=72; 32, 3%). A biographical questionnaire was used, as well as the Attitude towards Church Unification Scale. The influence of different variables such as language, gender, age, marital status and church activities on the attitudes of church members was investigated. It was concluded on the basis of statistical analysis that members of all the different denominations of the Dutch Reformed Churches had a positive attitude towards church unification. It was found that language was the variable that had the greatest influence on the attitude of church members.

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A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

Group Processes & Intergroup Relations ◽

10.1177/1368430218813442 ◽

2019 ◽

Vol 22 (3) ◽

pp. 403-418 ◽

Cited By ~ 4

Author(s):

Jenny Veldman ◽

Loes Meeussen ◽

Colette van Laar

Keyword(s):

Academic Achievement ◽

Achievement Gap ◽

Social Class ◽

Social Identity ◽

University Students ◽

Social Adjustment ◽

First Generation ◽

First Year ◽

The Social ◽

First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

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School Selection and the Social Class Divide: How Tracking Contributes to the Reproduction of Inequalities

Personality and Social Psychology Bulletin ◽

10.1177/0146167218791804 ◽

2018 ◽

Vol 45 (3) ◽

pp. 477-490 ◽

Cited By ~ 7

Author(s):

Anatolia Batruch ◽

Frédérique Autin ◽

Fabienne Bataillard ◽

Fabrizio Butera

Keyword(s):

Socioeconomic Status ◽

Achievement Gap ◽

Social Class ◽

Social Inequalities ◽

Social Classes ◽

Selection Function ◽

The Social ◽

Role Of Teachers ◽

School Selection

Selection practices in education, such as tracking, may represent a structural obstacle that contributes to the social class achievement gap. We hypothesized that school’s function of selection leads evaluators to reproduce social inequalities in tracking decisions, even when performance is equal. In two studies, participants (students playing the role of teachers, N = 99, or preservice and in-service teachers, N = 70) decided which school track was suitable for a pupil whose socioeconomic status (SES) was manipulated. Although pupils’ achievement was identical, participants considered a lower track more suitable for lower SES than higher SES pupils, and the higher track more suitable for higher SES than lower SES pupils. A third study ( N = 160) revealed that when the selection function of school was salient, rather than its educational function, the gap in tracking between social classes was larger. The selection function of tracking appears to encourage evaluators to artificially create social class inequalities.

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Of “Takers” and “Makers”: A Social Psychological Analysis of Class and Classism

10.1093/oxfordhb/9780199938735.013.26 ◽

2016 ◽

Author(s):

Heather E. Bullock ◽

Harmony A. Reppond

Keyword(s):

Social Class ◽

Psychological Research ◽

Attitudes And Beliefs ◽

Social Psychological ◽

Presidential Candidates ◽

Psychological Analysis ◽

The Social ◽

Social Psychological Research ◽

The Government ◽

Relationship Of

During the 2012 United States presidential campaign, the Republican presidential and vice presidential candidates drew a stark line between “takers” and “makers,” claiming that too many Americans are “takers” because they receive more from the government and society than they contribute. In this chapter, we employ a critical social psychological framework to understand and deconstruct the political discourse surrounding “makers” versus “takers” and to illuminate the social psychology of social class and classism. This chapter focuses on attitudes and beliefs about social class that legitimize economic inequality and class disparities and the relationship of these beliefs to interclass relations and social and economic policy. In doing so, this chapter identifies the important role of social psychological research and justice-oriented frameworks in alleviating class-based disparities and classism.

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Rules of address in Italy: a sociological survey

Language in Society ◽

10.1017/s0047404500006679 ◽

1975 ◽

Vol 4 (3) ◽

pp. 271-288 ◽

Cited By ~ 32

Author(s):

Elizabeth Bates ◽

Laura Benigni

Keyword(s):

Social Class ◽

Lower Class ◽

Point Of View ◽

Actual Behavior ◽

Address Forms ◽

Social Settings ◽

The Social ◽

Relationship Of ◽

To Receive ◽

The Relationship

AbstractStudies of address forms have almost always concentrated on a single set of rules, as they would be used by one idealized speaker. We proposed instead to examine the use of address pronouns in Italy as a function of the classical sociological parameters of age, sex and social class. A modified version of the Brown and Gilman questionnaire was administered in interviews with 117 Italian adults. Results indicate a powerful age—class interaction in overall degree of formality. Young upper class Ss are by far the least formal of the social groups — a particularly interesting finding, since Brown and Gilman's original study was drawn entirely from this population. Lower class youth are the most formal, with older Ss falling in between. Most Italians are likely to expect to receive the same address form that they give; the only clearly functional non-reciprocal relationships involve differences in age rather than status. The relationship of the results to political measures are also discussed. Several issues are examined from the point of view of sociolinguistic ‘ideals’ tapped by the questionnaire, vs. actual behavior in social settings. (Address forms (T/V pronouns); social class, age, and sex differences; Italy (Rome).)

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