CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Classism in the University Setting: Examining Student Antecedents and Outcomes
Tác giả
Langhout R.D.; Drake P.; Rosselli F.
Năm xuất bản
2009
Source title
Journal of Diversity in Higher Education
Số trích dẫn
58
DOI
10.1037/a0016209
Liên kết
Tóm tắt
To examine the relationship between social class status, experiences of classism, and psychosocial and school-related outcomes, 950 undergraduates at a liberal arts school completed a survey assessing their college experiences. Social class, race, and gender were hypothesized to predict experiences of classism, which were then expected to relate to psychosocial and school outcomes. The multivariate model was tested via path analysis. Lower social class status predicts experiences of classism. Classism is associated with lower levels of school belonging, negative psychosocial outcomes, and greater intentions of leaving school. School belonging mediates the relation between classism and both psychosocial outcomes and intentions to leave school. Additionally, psychosocial outcomes mediate the relation between school belonging and health perceptions, as well as the relation between school belonging and intentions to leave school. Implications include the importance of addressing and stopping classism in higher education. © 2009 National Association of Diversity Officers in Higher Education.
Từ khóa
classism; college; coping; social class; stress
Tài liệu tham khảo
Allen N.J., Meyer J.P., The measurement and antecedents of affective, continuance and normative commitment to the organization, Journal of Occupational Psychology, 63, pp. 1-18, (1990); Ethical principles of psychologists and code of conduct, American Psychologist, 47, pp. 1597-1611, (1992); Archer L., Diversity, equality and higher education: A critical reflection on the ab/uses of equity discourse within widening participation, Teaching in Higher Education, 12, pp. 635-653, (2007); Arnett J.J., Emerging adulthood: A theory of development from late teens through the twenties, American Psychologist, 55, pp. 469-480, (2000); Barney J., Fredericks M., Fredericks J., Business students: Relationship between social class, social responsibility, stress anxiety, and anomy, College Student Journal, 18, pp. 108-112, (1985); Berk L.E., Child development. 5th ed., (2000); Bettie J., Women without class: Girls, race, and identity, (2003); Borrego S.E., Class on campus: Breaking the silence surrounding socioeconomics, Diversity & Democracy, 11, pp. 1-3, (2008); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Brooks R.H., Ware J.E., Davies-Avery A., Stewart A.L., Donald C.A., Rogers W.H., Et al., Overview of adult health status measures fielded in Rand's Health Insurance Study, Medical Care, 17, SUPPL, pp. 1-131, (1979); Carnevale A., Rose S.J., Socioeconomic status, race/ethnicity, and selective college admissions, America's untapped resource: Low-income students in higher education, pp. 101-156, (2004); Chatman S., Does diversity matter in the education process? An exploration of student interactions by wealth, religion, politics, race, ethnicity and immigrant status at the University of California (Research and Occasional Paper Series: CSHE. 5.08), (2008); Cole E.R., Omari S.R., Race, class and the dilemmas of upward mobility for African Americans, Journal of Social Issues, 59, pp. 785-802, (2003); Passive and active exit actions. (1999 survey of active duty personnel Form A), (1999); DeLongis A., Folkman S., Lazarus R.S., The impact of daily stress on health and mood: Psychological and social resources as mediators, Journal of Personality and Social Psychology, 54, pp. 486-495, (1988); Derogatis L.R., Spencer P.M., The brief symptom inventory: Administration, scoring, and procedure manual - I, (1983); Dillman D.A., Mail and telephone surveys: The total design method, (1978); Duyme M., School success and social class: An adoption study, Developmental Psychology, 24, pp. 203-209, (1988); Fitzgerald B.K., Delaney J.A., Educational opportunity in America, Condition of access: Higher education for lower income students, pp. 3-24, (2002); Fitzgerald L.F., Drasgow F., Magley V.J., Sexual harassment in the armed forces: The test of an integrated model, Military Psychology, 11, pp. 329-343, (1999); Gottfredson N.C., Panter A.T., Daye C.E., Allen W.A., Wightman L.F., Deo M.A., Does diversity at undergraduate institutions influence student outcomes?, Journal of Diversity in Higher Education, 1, pp. 80-94, (2008); Grassi E., Armon J., Bulmahn Baker H., Don't lose your working class students, Diversity & Democracy, 11, pp. 4-6, (2008); Grosset J., Differences in educational outcomes of African American students from different socioeconomic backgrounds, Structural Equation Modeling, 4, pp. 52-64, (1997); Gurin P., Dey E.L., Hurtado S., Gurin G., Diversity and higher education: Theory and impact on educational outcomes, Harvard Educational Review, 72, pp. 330-366, (2002); Harned M.S., Ormerod A.J., Palmieri P.A., Collinsworth L.L., Reed M., Sexual assault and other types of sexual harassment by workplace personnel: A comparison of antecedents and consequences, Journal of Occupational Health Psychology, 7, pp. 174-188, (2002); Hesson-McInnis M.S., Fitzgerald L.F., Sexual harassment: A preliminary test of an integrative model, Journal of Applied Social Psychology, 27, pp. 877-901, (1997); Hooks B., Teaching to transgress: Education as the practice of freedom, (1994); Hu-DeHart E., Reconceptualizing liberal education: The importance of ethnic studies, Educational Record, 76, pp. 23-31, (1995); Huerta M., Cortina L.M., Pang J.S., Torges C.M., Magely V.J., Sex and power in the academy: Modeling sexual harassment in the lives of college women, Personality and Social Psychology Bulletin, 32, pp. 616-628, (2006); Hurtado A., Voicing Chicana feminisms: Young women speak out on sexuality and identity, (2003); Hurtado S., The next generation of diversity and intergroup relations research, Journal of Social Issues, 61, pp. 595-610, (2005); Hurtado S., Linking diversity with educational and civic missions of hither education, The Review of Higher Education, 30, pp. 185-196, (2006); Hurtado S., Assessing higher education's advancement toward a new vision of society, Diversity & Democracy, 12, pp. 1-3, (2009); Hurtado S., Milem J.F., Clayton-Pendersen A.R., Allen W.R., Enhancing campus climates for racial/ethnic diversity: Educational policy and practice, The Review of Higher Education: Journal of the Association for the Study of Higher Education, 21, pp. 279-302, (1998); Jacoby Boxer M., When women ask the questions: Creating women's studies in America, (1998); Jones K., Valuing diversity and widening participation: The experiences of access to social work students in further and higher education, Social Work Education, 25, pp. 485-500, (2006); Joreskog K.G., Sorbom D., LISREL (Version 8.51) [Computer software], (2001); Karp D., You can take the boy out of Dorchester, but you can't take Dorchester out of the boy": Toward a social psychology of mobility, Symbolic Interaction, 9, pp. 19-36, (1986); Kettley N., The past, present and future of widening participation research, British Journal of Sociology of Education, 28, pp. 333-347, (2007); Kuriloff P., Reichert M., Boys of class, boys of color: Negotiating the academic and social geography of an elite independent school, Journal of Social Issues, 59, pp. 751-769, (2003); Lamont M., Lareau A., Cultural capital: Allusions, gaps, and glissandos in recent theoretical developments, Sociological Theory, 6, pp. 153-168, (1988); Langhout R.D., Bergman M.E., Cortina L.M., Fitzgerald L.F., Drasgow F., Hunter Williams J., Sexual harassment severity: Assessing situational and personal determinants and outcomes, Journal of Applied Social Psychology, 35, pp. 975-1007, (2005); Langhout R.D., Rosselli F., Feinstein J., What's class got to do with it? Assessing classism in academic settings, Review of Higher Education: Journal of the Association for the Study of Higher Education, 30, pp. 145-184, (2007); Lazarus R.S., Folkman S., Stress, appraisal, and coping, (1984); Lazarus R.S., Folkman S., Cognitive theories of stress and the issue of circularity, Dynamics of stress: Physiological, psychological, and social perspectives, pp. 63-80, (1986); Lott B., Cognitive and behavioral distancing from the poor, American Psychologist, 57, pp. 100-110, (2002); Mikel Brown L., Raising their voices: The politics of girls' anger, (1998); Norman G.R., Streiner D.L., PDQ (Pretty Darn Quick) statistics: Third ed, (2003); Pritchard M., Wilson G., Using emotional and social factors to predict student success, Journal of College Student Development, 44, pp. 18-28, (2003); Procidano M.E., Heller K., Measures of perceived social support from friends and from family: Three validation studies, American Journal of Community Psychology, 11, pp. 1-24, (1983); Rogers I., Celebrating 40 years of activism, Diverse: Issues in Higher Education, 23, pp. 18-22, (2006); Ryan J., Sackrey C., Strangers in paradise: Academics from the working class, (1996); Saldana D.H., Acculturative stress: Minority status and distress, Hispanic Journal of Behavioral Sciences, 16, pp. 116-128, (1994); Smith P.C., Kendall L., Hulin C.L., The measurement of satisfaction in work and retirement, (1969); Solberg V.S., O'Brien K., Villareal P., Kennel R., Davis B., Self-efficacy and Hispanic college students: Validation of the College Self-Efficacy Instrument, Hispanic Journal of Behavioral Sciences, 15, pp. 80-95, (1993); Solberg V.S., Villarreal P., Examination of self efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students, Hispanic Journal of Behavioral Sciences, 19, pp. 182-201, (1997); Soto R., Race and class: Taking action at the intersections, Diversity & Democracy, 11, pp. 12-13, (2008); Spanierman L.B., Neville H.A., Liao H.Y., Hammer J.H., Wang Y.F., Participation in formal and informal campus diversity experiences: Effects on students' racial and democratic beliefs, Journal of Diversity in Higher Education, 1, pp. 108-125, (2008); Stewart A.J., Ostrove J.M., Social class, social change, and gender: Working class women at Radcliffe and after, Psychology of Women Quarterly, 17, pp. 475-497, (1993); Taylor Y., Good students, bad pupils: Constructions of "aspiration", "disadvantage" and social class in undergraduate-led widening participation work, Educational Review, 60, pp. 155-168, (2008); Tomalin E., Supporting cultural and religious diversity in higher education: Pedagogy and beyond, Teaching in Higher Education, 12, pp. 621-632, (2007); Household income rises, poverty rate unchanged, number of uninsured down, (2008); Veit C.T., Ware Jr. J.E., The structure of psychological distress and well-being in general populations, Journal of Counseling and Clinical Psychology, 51, pp. 730-742, (1983); Walpole M., Socioeconomic status and college: How SES affects college experiences and outcomes, The Review of Higher Education: Journal of the Association for the Study of Higher Education, 27, pp. 45-73, (2003); Weber L., A conceptual framework for understanding race, class, gender, and sexuality, Psychology of Women Quarterly, 22, pp. 13-32, (1998); Wentworth P.A., Peterson B.E., Crossing the line: Case studies of identity development in first-generation college women, Journal of Adult Development, 8, pp. 9-21, (2001)
Nơi xuất bản
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus