Context Matters: Stress for Minority Students Who Attend Minority-Majority Universities

2021 ◽  
pp. 003329412110434
Author(s):  
Ho Phi Huynh ◽  
Katherine A. Sifuentes ◽  
Malin K. Lilley
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Online Survey ◽  
Identity Status ◽  
First Year ◽  
Low Ses ◽  
Student Body ◽  
First Year Students ◽  
Student Stress ◽  
Low Ses Students

Research on college student stress has typically focused on institutions where the student population is predominately White and continuing-generation. This study explored student stress in a unique context—a public regional university where the majority of students are Latinx, first-generation (FGCS), and of low socioeconomic status (SES). Of the 355 participants in the study, 72.4% self-identified as Latinx and 59.7% were FGCS. Additionally, on a subjective scale of socioeconomic status (1 = lowest, 10 = highest), the mean response was 5.76 ( SD = 1.56). Participants (18 years old or older) who were enrolled in a first-year seminar course were recruited for this study. Through an online survey during Fall 2018, first-year students reported levels of perceived and experienced stress related to academic, economic, intrapersonal, and interpersonal concerns. Results of regression analyses indicated that most types of stress were predicted by students’ Latinx identity status and SES; FGCS status did not significantly predict stress. These findings highlight the need to explore solutions to address stress for Latinx and/or low SES students. Additionally, the study underscores the necessity of conducting research at educational institutions in which Latinx, FGC, and low SES students comprise the majority of the student body.

scholarly journals COVID-19 infections in day care centres in Germany: social and organisational determinants of infections in children and staff in the second and third wave of the pandemic

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Franz Neuberger ◽  
Mariana Grgic ◽  
Svenja Diefenbacher ◽  
Florian Spensberger ◽  
Ann-Sophie Lehfeld ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Online Survey ◽  
Random Effect ◽  
Low Ses ◽  
Third Wave ◽  
Low Socioeconomic ◽  
Long Run ◽  
Hygiene Measures ◽  
Education And Care

Abstract Background During the SARS-CoV-2 pandemic, German early childhood education and care (ECEC) centres organised children’s attendance in different ways, they reduced opening hours, provided emergency support for a few children, or closed completely. Further, protection and hygiene measures like fixed children-staff groups, ventilation and surface disinfection were introduced in ECEC centres. To inform or modify public health measures in ECEC, we investigate the occurrence of SARS-CoV-2 infections among children and staff in ECEC centres in light of social determinants (i.e. the socioeconomic status of the children) and recommended structural and hygiene measures. We focus on the question if the relevant factors differ between the 2nd (when no variant of concern (VOC) circulated) and the 3rd wave (when VOC B.1.1.7 (Alpha) predominated). Methods Based on panel data from a weekly online survey of ECEC centre managers (calendar week 36/2020 to 22/2021, ongoing) including approx. 8500 centres, we estimate the number of SARS-CoV-2 infections in children and staff using random-effect-within-between (REWB) panel models for count data in the 2nd and 3rd wave. Results ECEC centres with a high proportion of children with low socioeconomic status (SES) have a higher risk of infections in staff and children. Strict contact restrictions between groups like fixed group assignments for children and fixed staff assignments to groups prevent infections. Both effects tend to be stronger in the 3rd wave. Conclusion ECEC centres with a large proportion of children with a low SES background and lack of using fixed child/staff cohorts experience higher COVID-19 rates. Over the long run, centres should be supported in maintaining recommended measures. Preventive measures such as the vaccination of staff should be prioritised in centres with large proportions of low SES children.

In Class, Sharing Class: Faculty Members from Low-Socioeconomic Status Backgrounds and Status Visibility

2017 ◽  
Vol 2 (2) ◽  
pp. 36-53
Author(s):  
Elizabeth Lee ◽  
Tonya Maynard
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Faculty Members ◽  
College Experiences ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Need Support ◽  
Low Ses Students ◽  
Levels Of Support

Low-Socioeconomic status (low-SES) faculty members might be well-positioned to support lowSES students. However, research suggests that there are a number of hurdles to faculty members playing such a role. In this paper, we examine low-SES background faculty members’ selfdescribed levels of support for their low-SES students, including the likelihood and means of support, how they assess which students might need support, and their reservations about engaging in this work. We show that low-SES faculty members report supporting their low-SES students, most often through direct discussions of experiences that may be shared in common and drawing on their own memories of college experiences.

scholarly journals The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
Mesmin Destin
Keyword(s):  
Academic Achievement ◽  
Low Socioeconomic Status ◽  
Academic Motivation ◽  
Socioeconomic Background ◽  
Implicit Associations ◽  
Low Ses ◽  
Student Body ◽  
Socioeconomic Diversity ◽  
Academic Settings ◽  
Low Ses Students

Persistent academic achievement gaps exist between university students from high and low socioeconomic status (SES) backgrounds. The current research proposes that the extent to which a university is perceived as actively supporting versus passively neglecting students from diverse socioeconomic backgrounds can influence low-SES students’ academic motivation and self-concepts. In Experiments 1 and 2, low-SES students exposed to cues suggestive of an institution’s warmth toward socioeconomic diversity demonstrated greater academic efficacy, expectations, and implicit associations with high academic achievement compared with those exposed to cues indicating institutional chilliness. Exploring the phenomenology underlying these effects, Experiment 3 demonstrated that warmth cues led low-SES students to perceive their socioeconomic background as a better match with the rest of the student body and to perceive the university as more socioeconomically diverse than did chilliness cues. Contributions to our understanding of low-SES students’ psychological experiences in academic settings and practical implications for academic institutions are discussed.

“I Understand What They’re Going through”: How Socioeconomic Background Shapes the Student Service-learning Experience

2019 ◽  
Vol 47 (3) ◽  
pp. 204-218 ◽  
Author(s):  
Molly Clever ◽  
Karen S. Miller
Keyword(s):  
Socioeconomic Status ◽  
Service Learning ◽  
Food Insecurity ◽  
Low Socioeconomic Status ◽  
Learning Experience ◽  
Socioeconomic Background ◽  
Future Research ◽  
Low Ses ◽  
Service Learning Pedagogy ◽  
Low Ses Students

Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements. Analysis reveals that students with low socioeconomic status (SES) demonstrate different learning processes than medium- and high-SES students. Namely, low-SES students were less likely than high-SES students to hold prejudiced attitudes prior to service, and low-SES students emphasized a systemic understanding of food insecurity and poverty, while medium- and high-SES students were much more likely to emphasize an individualist understanding. We discuss the implications of these findings for future research to improve service-learning pedagogy for students of diverse socioeconomic backgrounds.

THE SELF-PROTECTIVE PROPERTIES OF INGROUP COMPARISONS FOR LOW SOCIOECONOMIC STATUS STUDENTS: A PILOT STUDY

2001 ◽  
Vol 29 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Isabelle Régner ◽  
Jean-Marc Monteil ◽  
Pascal Huguet
Keyword(s):  
Socioeconomic Status ◽  
Pilot Study ◽  
Low Socioeconomic Status ◽  
Performance Feedback ◽  
Target Selection ◽  
Low Ses ◽  
Achievement Level ◽  
Protective Properties ◽  
Low Socioeconomic ◽  
Low Ses Students

A pilot study, the first step for work to be completed later, explored whether low socioeconomic status (SES) students restrict social comparison to their ingroup (the other low SES students) to self-protect. After receiving false performance feedback on a memory test, low and high SES students were asked to select another student and to predict his/her test score. In contrast to expectations, participants' dominant choice was to select high SES targets, regardless of their own SES. Likewise, participants' achievement level affected neither target selection nor score prediction. Both limitations of this study and methodological improvements are suggested and discussed.

scholarly journals COVID-19 within families amplifies the prosociality gap between adolescents of high and low socioeconomic status

2021 ◽  
Vol 118 (46) ◽  
pp. e2110891118
Author(s):  
Camille Terrier ◽  
Daniel L. Chen ◽  
Matthias Sutter
Keyword(s):  
Socioeconomic Status ◽  
High School Students ◽  
Low Socioeconomic Status ◽  
Noncognitive Skills ◽  
Low Ses ◽  
Life Outcomes ◽  
School Students ◽  
Low Socioeconomic ◽  
Market Effects ◽  
Low Ses Students

COVID-19 has had worse health, education, and labor market effects on groups with low socioeconomic status (SES) than on those with high SES. Little is known, however, about whether COVID-19 has also had differential effects on noncognitive skills that are important for life outcomes. Using panel data from before and during the pandemic, we show that COVID-19 affects one key noncognitive skill, that is, prosociality. While prosociality is already lower for low-SES students prior to the pandemic, we show that COVID-19 infections within families amplify the prosociality gap between French high school students of high and low SES by almost tripling its size in comparison to pre–COVID-19 levels.

scholarly journals Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

2019 ◽  
Vol 22 (3) ◽  
pp. 356-370 ◽  
Author(s):  
Mickaël Jury ◽  
Cristina Aelenei ◽  
Chen Chen ◽  
Céline Darnon ◽  
Andrew J. Elliot
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Sense Of Belonging ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Subjective Socioeconomic Status ◽  
Collegiate Experience ◽  
Subjective Ses ◽  
Low Ses Students

Low socioeconomic status (SES) students have a lower sense of belonging to college than high-SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low-SES students in the college context also perceive themselves as having lower prestige than their high-SES counterparts. Thus, in the present research, we tested perceived prestige as a mediator of the link between subjective SES and sense of belonging to college. We conducted 3 studies in 2 different countries (USA and China), and these investigations provided evidence that the lower students’ subjective SES, the lower their self-attributed prestige, and that prestige mediated the relation between students’ subjective SES and their sense of belonging to college. The implications of these findings for understanding the collegiate experience of low-SES students are discussed.

scholarly journals COVID-19 infections in day care centres in Germany: Social and organizational determinants of infections in children and staff in the second and third wave of the pandemic

2021 ◽  
Author(s):  
Franz Neuberger ◽  
Mariana Grgic ◽  
Svenja Diefenbacher ◽  
Florian Spensberger ◽  
Ann-Sophie Lehfeld ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Online Survey ◽  
Random Effect ◽  
Low Ses ◽  
Third Wave ◽  
Long Run ◽  
Hygiene Measures ◽  
Education And Care ◽  
Organizational Determinants

Background: During the SARS-CoV-2 pandemic, German early childhood education and care (ECEC) centres organized childrens attendance variably (i.e., reduced opening hours, emergency support for few children only or full close- down). Further, protection and hygiene measures like fixed children/staff groups, ventilation and surface disinfection were introduced among ECEC centres. To inform or modify public health measures in ECEC, we investigate the occurrence of SARS-CoV-2 infections among children and staff of ECEC centres in light of social determinants (socioeconomic status of the children) and recommended structural and hygiene measures. We focus on the question if the relevant factors differ between the 2nd (when no variant of concern (VOC) circulated) and the 3rd wave (when VOC B.1.1.7 predominated). Methods: Based on panel data from a weekly online survey of ECEC centre managers (start August 2020, ongoing) including approx. 8500 centres, we esti- mate the number of SARS-CoV-2 infections in children and staff using random- effect-within-between (REWB) panel models for count data in both waves. Results: In centres with a high proportion of children with low socioeconomic status (SES), the risk of infections in staff and children is more than doubled in both waves. Fixed child/staff cohorts seem more important in the 3rd wave. Contribution: ECEC centres with a large proportion of children from a low SES background and lack of using fixed child/staff cohorts experience higher COVID-19 rates. Centres should be supported in maintaining recommended measures over the long run. Preventive measures such as vaccination of staff should be prioritised in centres with large proportions of low SES children.

Low-socioeconomic Status Students Organizing around Class on Campus

2018 ◽  
Vol 5 (6) ◽  
pp. 512-530 ◽  
Author(s):  
Elizabeth M. Lee
Keyword(s):  
Socioeconomic Status ◽  
Social Movement ◽  
Low Socioeconomic Status ◽  
Socioeconomic Inequality ◽  
Student Activism ◽  
Low Ses ◽  
Or Education ◽  
Low Socioeconomic ◽  
Selective Colleges ◽  
Low Ses Students

While scholars have developed stronger understandings of challenges facing low-socioeconomic status (SES) students, there has been very little examination of students’ advocacy on their own behalves. The last 10 years have seen a substantial and rapid increase in low-SES students organizing campus groups to provide safe space, activism, and/or education around class inequality at selective and highly selective colleges and universities. By utilizing literature on other student activist movements, I make two contributions. First, I extend the existing work on student activism to include a contemporary and growing movement around socioeconomic inequality that is—unlike many previous campus movements—largely operating independently of a broader, noncampus social movement. Second, I detail the challenges students face in seeking changes on their own campuses, which I argue are both specific to their roles as activists and also exacerbated, in many cases, by their positions as low-SES students. These findings, therefore, help to further illuminate the ways that socioeconomic inequality is maintained on college campuses over time and also to highlight a growing campus-based social movement.

Intertemporal impulsivity can also arise from persistent failure of long-term plans

2017 ◽  
Vol 40 ◽  
Author(s):  
Nisheeth Srivastava ◽  
Narayanan Srinivasan
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Social Utility ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Planning And Control ◽  
Intertemporal Discounting ◽  
And Control ◽  
Control Failures

AbstractWe suggest that steep intertemporal discounting in individuals of low socioeconomic status (SES) may arise as a rational metacognitive adaptation to experiencing planning and control failures in long-term plans. Low SES individuals' plans fail more frequently because they operate close to budgetary boundaries, in turn because they consistently operate with limited budgets of money, status, trust, or other forms of social utility.

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