Reaching Adulthood: Persistent Beliefs about the Importance and Timing of Adult Milestones

2020 ◽  
Vol 42 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Kennan Cepa ◽  
Frank F. Furstenberg
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Social Class ◽  
Transition To Adulthood ◽  
Age Groups ◽  
Full Time ◽  
Disadvantaged Youth ◽  
Class Differences ◽  
Gender And Age ◽  
Changing Attitudes

Since 2000, transition to adulthood behaviors changed across gender and social class. Yet it is unclear whether these changes reflect a corresponding shift in beliefs. In particular, widening inequality and changes to higher education may differentially alter the opportunities available to young adults across gender and socioeconomic status, potentially changing attitudes about entering adulthood. Using the General Social Survey’s 2002 and 2012 waves, this paper explores beliefs about the importance and timing of six adult milestones, completing education, becoming financially independent, working full-time, living independently, getting married, and having children, across age, gender, and social class. We find that similarities in beliefs across gender and age groups persisted. In contrast, even though Americans from different social class backgrounds report similar beliefs about milestone importance, we continue to find social class differences in timing beliefs. Our findings highlight the continued need for institutional supports for disadvantaged youth moving towards adulthood.

Social Class and Wellbeing among Staff and Students in Higher Education Settings: Mapping the Problem and Exploring Underlying Mechanisms

2021 ◽  
Author(s):  
Isla Dougall ◽  
Mario Weick ◽  
Milica Vasiljevic
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Social Factors ◽  
Unique Contribution ◽  
Staff Members ◽  
Class Differences ◽  
High Social Class ◽  
Lower Social Class ◽  
Underlying Mechanisms ◽  
The Relationship

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

scholarly journals Features of Experiencing a Spiritual Crisis and Attitudes to Self in Persons with Spinal Injury

2020 ◽  
Vol 28 (3) ◽  
pp. 42-64
Author(s):  
I.V. Vachkov ◽  
M.A. Odintsova ◽  
O.A. Tristan
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Spinal Injury ◽  
Age Groups ◽  
Spinal Injuries ◽  
The Past ◽  
Gender And Age ◽  
Spiritual Crisis ◽  
Changing Attitudes ◽  
Real Self

The article presents the results of the study of the specifics of spiritual crisis experience and attitudes to Self in persons with spinal injury (N=65) and conventionally healthy respondents (N=63). The characteristics of spiritual crisis most typical of people with spinal injury were: dissatisfaction and loneliness attributed to the past, present, and future; and suffering attributed to the past. The categories of dissatisfaction, loneliness, and suffering were heterogeneous, as reflected in texts produced by people with spinal injuries and healthy people of different sex and age. Groups distinguished by time elapsed since injury did not differ on quantitative signs of spiritual crises but differed qualitatively in their experiences of dissatisfaction, loneliness, and suffering. People who had lived with the injury longer often experienced uselessness, and a lack of contacts, attention, and support; they were disposed to self-flagellation and guilt. Their attitude to Self reflected in the texts of fairy tales. Healthy controls wrote simple fairy tales describing the interaction of the Real Self and Ideal Self. By contrast, people with spinal injuries focused their stories on emotional experiences of their attitude to Self (complicated fairy tales) or finding meaning, accepting oneself and life in all its fullness and variety (complex fairy tale). Counseling people with a spinal injury, one should take into account both gender and age of the injured person and the potential of the fairy tale itself, which becomes a resource in the experiencing of spiritual crisis and in changing attitudes to Self.

scholarly journals SOCIAL CLASS AND EARNINGS TRAJECTORIES IN 14 EUROPEAN COUNTRIES

2021 ◽  
Author(s):  
Leonie Westhoff ◽  
Erzsebet Bukodi ◽  
John H Goldthorpe
Keyword(s):  
Age Groups ◽  
Large Degree ◽  
European Countries ◽  
Full Time ◽  
Employment Relations ◽  
Full Time Equivalent ◽  
Marked Rise ◽  
Class Differences ◽  
Annual Earnings ◽  
Cross National

In this paper, we seek to contribute to ongoing discussions of the relationship between income and class in analyses of social inequality and mobility. We argue that while class has sometimes been taken as a proxy for long-term earning levels, it is of greater importance, at least when treated in terms of the EGP schema or the European Socio-Economic Classification (ESEC), in capturing differences in the trajectories that employees’ earnings follow over the course of their working lives. Moving beyond previous single country studies, we examine how far the theory that underlies ESEC is reflected in men’s age-earnings trajectories across 14 European countries, while also taking into account any effects of their educational qualifications. Modelling data from the 2017 EU-SILC survey, and focussing on men’s full year/full-time equivalent gross annual earnings, we find that although the age-earnings trajectories that are estimated for different classes do reveal some cross-national variation, there are major features, of a theoretically expected kind, that are evident with our pooled sample and that regularly recur in individual countries. Class differences in earnings are at their narrowest for men in the youngest age group but then widen across older age groups. This occurs primarily because the earnings of men in the professional and managerial salariat, and especially in the higher salariat, show a marked rise with age, while the earnings of men in other classes rise far less sharply or remain flat. We also find evidence that these diverging trajectories are primarily shaped by individuals’ class positions independently of their level of qualifications – however important the latter is in determining the class positions that they hold. What can be regarded as the logic of different forms of employment relations, as captured by ESEC, leads to a large degree of cross-national commonality in the association that exists between class and the trajectories of earnings over working life.

Differences between One-Person and Multi-Person Households on Socioeconomic Status, Health Behavior, and Metabolic Syndrome Across Gender and Age Groups

2019 ◽  
Vol 9 (4) ◽  
pp. 373-382
Author(s):  
Young Kyung Cho ◽  
Kyung Won Shim ◽  
Hye Won Suk ◽  
Hong Soo Lee ◽  
Sang Wha Lee ◽  
...  
Keyword(s):  
Metabolic Syndrome ◽  
Socioeconomic Status ◽  
Health Behavior ◽  
Age Groups ◽  
Gender And Age

Divergent life histories and other ecological adaptations: Examples of social-class differences in attention, cognition, and attunement to others

2017 ◽  
Vol 40 ◽  
Author(s):  
Igor Grossmann ◽  
Michael E. W. Varnum
Keyword(s):  
Socioeconomic Status ◽  
Life History ◽  
Social Class ◽  
Life Histories ◽  
Life History Theory ◽  
Psychological Effects ◽  
Life History Strategies ◽  
Class Differences ◽  
Ecological Adaptations

AbstractMany behavioral and psychological effects of socioeconomic status (SES), beyond those presented by Pepper & Nettle cannot be adequately explained by life-history theory. We review such effects and reflect on the corresponding ecological affordances and constraints of low- versus high-SES environments, suggesting that several ecology-specific adaptations, apart from life-history strategies, are responsible for the behavioral and psychological effects of SES.

scholarly journals The problem of poor student education: Capital limitation & decision making in higher education

2020 ◽  
Vol 16 (1) ◽  
pp. 1-18
Author(s):  
Rika Kartika
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Class ◽  
Learning Problems ◽  
Learning Achievement ◽  
Class Differences ◽  
Student Education ◽  
Poor Students ◽  
Almost All ◽  
Private High School

This study aims to analyze how poor students learning problems are within the limitations of capital. And then, to explore how the decision making of poor students to continue higher education. The study was conducted at a private high school, East Jakarta, using a qualitative approach and case study method. Data collection techniques with interviews, observation, and study documents. The problem of low student education will continue as long as social class differences exist. The contrast of social class plays a role in almost all aspects of education, like learning achievement and educational choices differences. This study shows poor students' inability to get learning achievement because limited economic capital makes the other money little. Poor students who have low achievement don't pursue higher education. They chose to work early, appearing almost as an "unconscious strategy" to survive in an environment full of restrictions and shortcomings. This confirms the existence of poor student habitus that determines in explaining the disposition to work early. And then, poor students who have high achievements tend to go college but resisted the risk of not choose a favorite public university.

scholarly journals Assessing the Perception of the Current System of Higher Education in India among College Students

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Sentsuthung Odyuo
Keyword(s):  
Higher Education ◽  
College Students ◽  
Online Survey ◽  
Current System ◽  
Age Groups ◽  
Postgraduate Students ◽  
Higher Education System ◽  
Gender And Age ◽  
Education In India ◽  
The University

India's higher education system is one of the world's largest in terms of the student population. The Higher Education sector in India has witnessed a tremendous increase in the number of Universities/University level Institutions & College’s post-independence. However, there are issues that are hindering the system to be qualified as a top-notch globally. This paper examines the perception of Higher Education in India among college students with an aim to examine the extent of disparity in the system, to understand the required standard of higher education and to recommend changes that may arise in the process associated for improvement of higher education in India. The study was undertaken with an online survey by collecting data from different researcher scholars and postgraduate students with different specialisation, gender and age groups enrolled in the university. The findings from the study demonstrate the subjective interpretation of higher education from the narrative of the participants.

scholarly journals Global Plant-Based Food Intakes by Country Wealth and Socioeconomic Status: Findings from the Global Dietary Database

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 850-850
Author(s):  
Dimitra Karageorgou ◽  
Frederick Cudhea ◽  
Julia Reedy ◽  
Leah Puklin ◽  
Victoria Miller ◽  
...  
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Urban Areas ◽  
Vegetable Consumption ◽  
Age Groups ◽  
Potential Health ◽  
Middle Income ◽  
Middle Income Countries ◽  
Country Level ◽  
Major Interest

Abstract Objectives Given the major interest in plant-based foods (PF) for global diets, we aimed to characterize inequalities in intakes of fruits, vegetables (non-starchy, potatoes, other starchy), legumes, grains (refined, whole), and nuts/seeds by country wealth and population socioeconomic status (SES). Methods PF intakes were derived from the Global Dietary Database, including 1144 national and subnational surveys from 1980 through 2015 covering 97.5% of the world's population. A Bayesian hierarchical prediction model combined stratum-specific individual-level intakes with survey-level and time-varying country-level (GDP, FAO's food balance sheets) covariates to estimate mean intakes and 95% uncertainty intervals jointly stratified by country (n = 185), year (1990–2015), sex, age (all ages, 20 age groups), urban-rural residence, and education (low, middle, high). Results Using the World Bank's country wealth categories, fruit intake, in 2015, was much higher in high-income (HIC) (120 g/d) and upper-middle income countries (UMIC) (107 g/d) compared with low (LIC) (72 g/d) and lower-middle income countries (LMIC) (68 g/d); and within nations, generally higher with higher education and in urban areas, except for HIC where it was higher for rural residents. Average intakes of non-starchy vegetables (148–153 g/d) and legumes (22–25 g/d) were similar by country wealth; highest vegetable consumption was among those of higher education in LIC. Legume consumption was highest among those of higher education in LIC and LMIC. Average refined and whole grain intakes were highest in HIC (128 and 42 g/d) and lowest in LIC (46 and 11 g/d), with notable heterogeneity by education; refined grains were highest with lower education in HIC and UMIC, whereas whole grains were highest with higher education. Findings on other PF, and over time will be presented. Conclusions Such global data provide novel evidence for substantial variation in PF intakes by country wealth, further linked to population SES, and can inform potential health impacts and country-specific nutrition policy priorities. Funding Sources Gates Foundation.

scholarly journals Trends in self-reported psychological distress among college and university students from 2010 to 2018

2019 ◽  
pp. 1-9 ◽  
Author(s):  
Marit Knapstad ◽  
Børge Sivertsen ◽  
Ann Kristin Knudsen ◽  
Otto Robert Frans Smith ◽  
Leif Edvard Aarø ◽  
...  
Keyword(s):  
Higher Education ◽  
Psychological Distress ◽  
University Students ◽  
Effect Size ◽  
Age Groups ◽  
Nationwide Survey ◽  
Full Time ◽  
College And University ◽  
Hopkins Symptom Checklist ◽  
Actual Increase

Abstract Background An increase in reported psychological distress, particularly among adolescent girls, is observed across a range of countries. Whether a similar trend exists among students in higher education remains unknown. The aim of the current study was to describe trends in self-reported psychological distress among Norwegian college and university students from 2010 to 2018. Methods We employed data from the Students' Health and Wellbeing Study (SHoT), a nationwide survey for higher education in Norway including full-time students aged 18–34. Numbers of participants (participation rates) were n = 6065 (23%) in 2010, n = 13 663 (29%) in 2014 and n = 49 321 (31%) in 2018. Psychological distress was measured using the Hopkins Symptom Checklist-25 (HSCL-25). Results Overall, a statistically significant increase in self-reported psychological distress was observed over time across gender and age-groups. HSCL-25 scores were markedly higher for women than for men at all time-points. Effect-size of the mean change was also stronger for women (time-by-gender interaction: χ2 = 70.02, df = 2, p < 0.001): in women, mean HSCL-25 score increased from 1.62 in 2010 to 1.82 in 2018, yielding a mean change effect-size of 0.40. The corresponding change in men was from 1.42 in 2010 to 1.53 in 2018, giving an effect-size of 0.26. Conclusions Both the level and increase in self-reported psychological distress among Norwegian students in higher education are potentially worrying. Several mechanisms may contribute to the observed trend, including changes in response style and actual increase in distress. The relative low response rates in SHoT warrant caution when interpreting and generalising the findings.

Sign in / Sign up

Export Citation Format

Share Document