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.

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.

“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.

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

2016 ◽  
Vol 87 (2) ◽  
pp. 425-469 ◽  
Author(s):  
Ruth Berkowitz ◽  
Hadass Moore ◽  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Scientific Evidence ◽  
Research Synthesis ◽  
Socioeconomic Background ◽  
Low Ses ◽  
Negative Contribution ◽  
Body Of Knowledge ◽  
Year 2000 ◽  
Positive Climate

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

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 Socioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms

2008 ◽  
Vol 20 (2) ◽  
pp. 633-650 ◽  
Author(s):  
Patricia Cohen ◽  
Henian Chen ◽  
Kathy Gordon ◽  
Jeffrey Johnson ◽  
Judith Brook ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Personality Disorder ◽  
Low Socioeconomic Status ◽  
Borderline Personality ◽  
Socioeconomic Background ◽  
Low Ses ◽  
Low Socioeconomic ◽  
Trauma History ◽  
Developmental Course ◽  
Independent Effects

AbstractLow socioeconomic status (SES) background has been identified as a risk for several mental disorders. However evidence regarding SES and the developmental course of personality disorder (PD) has not been addressed. Nor is it clear whether an SES relationship to PD symptom course may be attributable to known associated risks. Further, specificity of such relationships to a particular PD diagnostic pattern independent of comorbidity with other PD or with depression has not been investigated. Data are from a general population studied longitudinally between ages 10 and 36 in four assessment waves. Effects of SES-associated risks on the level of symptoms of schizotypal and borderline disorders are estimated and compared to effects on depressive symptoms. Low family SES had robust modest independent effects on both PDs over the entire age span despite substantial cumulative effects of trauma history, stressful recent life events, IQ, poor parenting, and comorbid symptoms. SES effects on depressive symptoms were generally absent, but a small “protective” effect of low SES appeared when comorbidity with PD symptoms was taken into account. Cumulatively, these risks account for developmental failures of substantial magnitude and consequence, marking the importance of understanding the remaining mechanisms of SES effects and programmatic implications for minimizing associated risk.

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 Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

2021 ◽  
Vol 13 (24) ◽  
pp. 13632
Author(s):  
Agne Brandisauskiene ◽  
Loreta Buksnyte-Marmiene ◽  
Jurate Cesnaviciene ◽  
Ausra Daugirdiene ◽  
Egle Kemeryte-Ivanauskiene ◽  
...  
Keyword(s):  
Low Socioeconomic Status ◽  
Teacher Support ◽  
Mental Health Problems ◽  
Growth Mindset ◽  
Low Ses ◽  
Socioeconomically Disadvantaged ◽  
Low Socioeconomic ◽  
Education Gaps ◽  
Positive Correlations ◽  
Low Ses Students

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.

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.

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