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.

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 Spontaneous microstates related to effects of low socioeconomic status on neuroticism

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Peifang Guo ◽  
Jinqi Cui ◽  
Yufeng Wang ◽  
Feng Zou ◽  
Xin Wu ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Anterior Cingulate ◽  
Low Ses ◽  
Direct Effects ◽  
Negative Effects ◽  
Low Socioeconomic ◽  
Control Functions ◽  
High Level ◽  
Subjective Ses

Abstract Individuals with high neuroticism had the decreased control functions of anterior cingulate cortex (ACC) over amygdala (emotion regions) and low socioeconomic status (SES) had negative effects on the functions of ACC. Based on these, we hypothesized that the decreased functions of ACC might make individuals with low SES had high level of neuroticism. According to the score of objective SES (OSES) and subjective SES (SSES) scales, subjects were divided into four groups (low SSES, high SSES, low OSES and high OSES) to investigate the roles of dynamic characteristics related to the ACC in the relationships between SES and neuroticism using resting-state EEG (RS-EEG) microstates analysis. It had been found that RS-EEG microstates can be divided into four types (MS1, MS2, MS3 and MS4) and the MS3 was related cingulo-opercular brain networks (including ACC and anterior insular). As our prediction, SSES had direct effects on neuroticism relative to OSES. Moreover, the neuroticism for low SSES was positively related to the occurrence and contribution of MS3, as well as the possibilities of transitions between MS3 and MS1. Based on these, we thought that low-SSES individuals might be more difficult to inhibit the negative emotions, especially inhibit the spontaneous thoughts related to these emotions.

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.

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.

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.

scholarly journals High English Literacy among Students from Low Socioeconomic Backgrounds: Exploring the Challenges

2018 ◽  
Vol 5 (2) ◽  
pp. 4-19
Author(s):  
Nur Fadzilah Muhamad Zamani
Keyword(s):  
Socioeconomic Status ◽  
Sampling Technique ◽  
Structured Interview ◽  
Socioeconomic Background ◽  
Depth Information ◽  
Low Ses ◽  
Contributing Factors ◽  
Low Socioeconomic ◽  
English Literacy ◽  
Low Ses Students

As people agree that socioeconomic status (SES) is one of the contributing factors that hinders one’s literacy development, there are still students who come from low socioeconomic background yet are able to acquire high English literacy despite the presence of life stressors. This study examines the challenges faced by low SES students in acquiring high English literacy and the factors that help them to overcome those challenges.  Three students aged fourteen to sixteen years old were chosen as the sample for this study through purposive sampling technique. A qualitative semi-structured interview was conducted to obtain in-depth information about the topic discussed. Three themes emerged which include individual, family and school that demonstrated the challenges faced by low SES students in acquiring high English literacy and the factors that helped them to overcome those challenges. In brief, the participants agreed that their internal motivation and hard work were the most important factors that kept them positive to fight against challenges and become highly literate in the English language. Keywords: Semi-structured interview, qualitative, socioeconomic status (SES), English literacy, motivation

scholarly journals Perceptions of Socioeconomic Mobility Influence Academic Persistence among Low Socioeconomic Status Students

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
Mesmin Destin ◽  
Kathleen L. Carswell ◽  
Ryan Svoboda
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Low Socioeconomic Status ◽  
Academic Motivation ◽  
Experimental Studies ◽  
Academic Persistence ◽  
Socioeconomic Mobility ◽  
Low Socioeconomic ◽  
The Face ◽  
Low Ses Students

Despite facing daunting odds of academic success compared with their more socioeconomically advantaged peers, many students from low socioeconomic status (SES) backgrounds maintain high levels of academic motivation and persist in the face of difficulty. We propose that for these students, academic persistence may hinge on their perceptions of socioeconomic mobility, or their general beliefs regarding whether or not socioeconomic mobility—a powerful academic motivator—can occur in their society. Specifically, low-SES students' desire to persist on a primary path to mobility (i.e., school) should remain strong if they believe that socioeconomic mobility can occur in their society. By contrast, those who believe that socioeconomic mobility generally does not occur should be less motivated to persist academically. One correlational and two experimental studies provide support for this hypothesis among low (but not high) SES high school and university students. Implications for future intervention efforts are discussed.

scholarly journals Less human, more to blame: Animalizing poor people increases blame and decreases support for wealth redistribution

2019 ◽  
Vol 23 (4) ◽  
pp. 546-559 ◽  
Author(s):  
Mario Sainz ◽  
Rocío Martínez ◽  
Robbie M. Sutton ◽  
Rosa Rodríguez-Bailón ◽  
Miguel Moya
Keyword(s):  
Socioeconomic Status ◽  
Human Nature ◽  
Low Socioeconomic Status ◽  
Poor People ◽  
Low Ses ◽  
Negative Attitudes ◽  
Low Socioeconomic ◽  
Mediation Analyses ◽  
Wealth Redistribution ◽  
Human Uniqueness

Increasing economic inequality adversely affects groups with low socioeconomic status (low-SES). However, many people are opposed to wealth redistribution policies. In this context, we examined whether dehumanization of low-SES groups has a role in this opposition. In the first study ( N = 303), opposition to wealth redistribution was related to denying human uniqueness (e.g., intelligence and rationality) and having negative attitudes toward low-SES groups, more than denying human nature (e.g., emotionality and capacity to suffer) to low-SES groups. Mediation analyses indicated that this effect occurred via blaming low-SES groups for their plight, after controlling for participants’ SES and negative attitudes towards low-SES groups. In the second study ( N = 220), manipulating the human uniqueness of a fictitious low-SES group affected support for wealth redistribution measures through blame. These results indicate that animalizing low-SES groups reduces support for wealth redistribution via blaming low-SES groups for their situation.

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