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.

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.

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 The Scientific Self-Literacy of Ordinary People: Scientific Dialogic Gatherings

2020 ◽  
Vol 26 (8-9) ◽  
pp. 977-982
Author(s):  
Nataly Buslón ◽  
Regina Gairal ◽  
Susana León ◽  
Maria Padrós ◽  
Emanuela Reale
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Educational Level ◽  
Scientific Literacy ◽  
Social Impact ◽  
Expert Knowledge ◽  
Low Socioeconomic ◽  
Lay People ◽  
Health Related ◽  
The Face

In the last decade, researchers have responded to a social demand for science to become more responsible and have a greater effect on society by looking for innovative ways to link science and lay people. The movement to democratize expert knowledge is growing. This movement is creating tools that are used for improving the scientific literacy of citizens. This article presents dialogues between researchers and lay people of low socioeconomic status and low educational level on the social impact of a Scientific Dialogic Gathering (SDG) as a tool for promoting scientific self-literacy that is being developed at an urban adult school in Spain. Based on a communicative and qualitative approach, an SDG encourages people of low socioeconomic status and low educational level to learn about the latest scientific breakthroughs on issues that interest them, such as health-related topics. Participants in a SDG, together with researchers and educators, discuss scientific articles in an egalitarian dialog. One of the main results of this experience is that SDGs are helping lay people to make better decisions in the face of the challenges of today’s society.

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.

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.

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