Journal of Social Issues最新文献_第2页

Are low-ability students mentally represented as low-SES, academically incapable, and undeserving of support? 低能力学生是否在心理上被视为社会经济地位低、学习能力差、不值得支持？

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-03 DOI: 10.1111/josi.12649

Alexander S. Browman, David B. Miele

{"title":"Are low-ability students mentally represented as low-SES, academically incapable, and undeserving of support?","authors":"Alexander S. Browman, David B. Miele","doi":"10.1111/josi.12649","DOIUrl":"https://doi.org/10.1111/josi.12649","url":null,"abstract":"In seven studies, this research demonstrates that both the general public and educators may hold culturally-shared, class stereotype-laden mental representations that they reflexively use both to subjectively identify particular students as being high or low in academic ability, and determine who should receive educational support. Using procedures designed to capture people's mental images of others, we first observed that both the general public and aspiring educators mentally represent low-ability students as qualitatively and quantitatively distinct from high-ability students. Furthermore, the representations of low (vs. high) ability students captured from the public and aspiring educators were more likely to be associated with negative class-based academic stereotypes by separate samples of the public and educators, such that a student who “looks” low in ability was also more likely to be labeled as being low-SES, and having poorer academic motivation and work ethic. As a result, the low (vs. high) ability student was more likely to be denied college admissions or scholarship support by members of the American public and to be exposed to unsupportive instructional practices by teachers. Implications for our understanding of teacher biases are discussed.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1289-1314"},"PeriodicalIF":4.0,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Occupational aspirations and academic achievement: Rethinking the direction of effects and the role of socioeconomic status in middle childhood and adolescence 职业理想与学业成绩：重新思考影响的方向以及社会经济地位在中童年和青少年时期的作用

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-03 DOI: 10.1111/josi.12655

Jeongeun Park, Jo Rose, Shelley McKeown, Elizabeth Washbrook

{"title":"Occupational aspirations and academic achievement: Rethinking the direction of effects and the role of socioeconomic status in middle childhood and adolescence","authors":"Jeongeun Park, Jo Rose, Shelley McKeown, Elizabeth Washbrook","doi":"10.1111/josi.12655","DOIUrl":"https://doi.org/10.1111/josi.12655","url":null,"abstract":"Research into the relation between occupational aspirations and academic achievement has substantially grown. What remains unclear, however, is whether and how this relation, including the direction of effects, (1) unfolds dynamically in middle childhood and adolescence and (2) varies by socioeconomic status (SES). The present study aimed to address this, using the contemporary and nationally representative data from England through the UK's Millennium Cohort Study (Analytic N = 5517) and applying random intercept cross-lagged panel modelling. Results showed that achievement unidirectionally and positively predicted aspirations in middle childhood. Achievement and aspirations predicted each other cyclically in adolescence, although their magnitudes varied. Moderation analysis demonstrated that this cyclical relation in adolescence was only significant amongst high and medium SES groups. For the low SES group, aspirations did not significantly predict achievement at any age point, despite relatively high aspirations. We discuss theoretical and practical implications, especially the differential effect of occupational aspirations in driving academic outcomes by SES.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1408-1432"},"PeriodicalIF":4.0,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How preschool education perpetuates social inequality: An ethnographic study of the practical conditions of symbolic violence

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-11-24 DOI: 10.1111/josi.12654

Jean-Claude Croizet, Mathias Millet

引用次数: 0

A critical race culture cycle study of class inequities in higher education

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-11-24 DOI: 10.1111/josi.12653

Ibette Valle, Rebecca Covarrubias

{"title":"A critical race culture cycle study of class inequities in higher education","authors":"Ibette Valle, Rebecca Covarrubias","doi":"10.1111/josi.12653","DOIUrl":"https://doi.org/10.1111/josi.12653","url":null,"abstract":"The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture cycle framework, or a critical race culture cycle lens for short, we can more fully interrogate interrelated power structures in educational contexts that dynamically influence each other over time to shape students’ unique psychological realities of marginalization and, importantly, their acts of resistance. To build our argument, we first describe the utility of a culture cycle study of social class inequities. We then illustrate how a critical race culture cycle lens sharpens psychological investigations of these inequities. We offer cultural mismatch theory as an illustrative example for our argument and showcase how such a lens provokes a different set of research questions that attend to power, intersectionality, and resistance. Finally, we discuss how a critical race culture cycle lens offers new opportunities for theory and research in the study of social class inequities more broadly.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1504-1526"},"PeriodicalIF":4.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Taking a social-class-in-context perspective on the psychology of social class

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-11-14 DOI: 10.1111/josi.12652

Nicole M. Stephens, Lydia F. Emery, Sarah S. M. Townsend, Hannah J. Song

{"title":"Taking a social-class-in-context perspective on the psychology of social class","authors":"Nicole M. Stephens, Lydia F. Emery, Sarah S. M. Townsend, Hannah J. Song","doi":"10.1111/josi.12652","DOIUrl":"https://doi.org/10.1111/josi.12652","url":null,"abstract":"Social class researchers in social psychology have pushed the field to become more focused on and attentive to the critical role of sociocultural contexts. In this article, we label and articulate the key ingredients of the approach that many social psychological researchers have come to use: what we refer to as a social-class-in-context perspective. This perspective means attending to the contextual differences in resources that create social class differences in psychology and behavior. We also suggest some additional steps that researchers can take to become even more attentive to and responsive to the important role of contexts in creating social class. As a first step, we suggest the importance of adopting a definition of social class that directly explicates its relationship to similar constructs, such as power and status, and also links it to the contexts that produce it. Second, building on this definition of social class, we then describe the importance of taking a multi-level approach to understanding how different social class contexts shape psychology and behavior. Finally, we articulate the important implications and future directions that emerge from intentionally adopting this perspective.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1484-1503"},"PeriodicalIF":4.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What will my life be like when I am 25? How do children's social class contexts predict their imagined and actual futures?

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-11-10 DOI: 10.1111/josi.12650

Kristin Laurin, Holly R. Engstrom, Muhua Huang

引用次数: 0

Challenging the Status-Quo with Practical Theory: Introduction to John T. Jost's Kurt Lewin Award Address 用实践理论挑战现状：约翰-约斯特库尔特-勒温奖演讲导言

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-10-31 DOI: 10.1111/josi.12645

Mahzarin R. Banaji

引用次数: 0

From oppressive to affirmative: Situating the health and well-being of LGBTIQ+ people as impacted by systemic and structural transitions in Russia, Turkey, Pakistan, and India 从压迫到肯定：在俄罗斯、土耳其、巴基斯坦和印度，LGBTIQ+人群的健康和福祉受到系统性和结构性转型的影响。

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-10-24 DOI: 10.1111/josi.12644

Diana Cherian Ahuwalia, Purnima Singh, Humaira Jami, Esra Ummak, Evgeny Osin

{"title":"From oppressive to affirmative: Situating the health and well-being of LGBTIQ+ people as impacted by systemic and structural transitions in Russia, Turkey, Pakistan, and India","authors":"Diana Cherian Ahuwalia, Purnima Singh, Humaira Jami, Esra Ummak, Evgeny Osin","doi":"10.1111/josi.12644","DOIUrl":"https://doi.org/10.1111/josi.12644","url":null,"abstract":"Inequity in health and well-being is driven by systemic, political, and structural forces that, along with social factors, influence the allocation, access, and impact of health resources across communities based on religion, gender, caste, sexuality, and ability. Lesbian, gay, bisexual, transgender, intersex, queer/questioning, and plus (LGBTIQ+) communities, marginalized for subverting cis-gender norms, face heightened risks of poor health, well-being, and limited psycho-social, medical, and legal support. Understanding the challenges and triumphs of LGBTIQ+ individuals navigating oppressive and discriminatory legal, social, and structural forces can significantly contribute to improving their health and well-being. Additionally, such insights can inform public policy and legal structures to be more inclusive. This paper offers a commentary on the health and psycho-social well-being of LGBTIQ+ individuals, focusing on the systemic transitions in Russia, Turkey, Pakistan, and India. The unique, intersectional identities of queer individuals make them particularly vulnerable to stigma and discrimination. While Pakistan has laws to protect transgender rights and India has decriminalized same-sex behavior, LGBTIQ+ individuals in these countries still face discrimination in housing, careers, and healthcare, similar to the experiences in Turkey and Russia, where no legal protections exist. The paper emphasizes the need to view queer experiences through an intersectional lens, acknowledging that advancements in one area alone may not suffice to transform their experiences from marginalization to inclusion.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 3","pages":"1056-1078"},"PeriodicalIF":4.0,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Biased career choices? It depends what you believe: Trainee teachers’ aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-10-21 DOI: 10.1111/josi.12648

Lewis Doyle, Matthew J. Easterbrook

{"title":"Biased career choices? It depends what you believe: Trainee teachers’ aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets","authors":"Lewis Doyle, Matthew J. Easterbrook","doi":"10.1111/josi.12648","DOIUrl":"https://doi.org/10.1111/josi.12648","url":null,"abstract":"Schools serving diverse and low-income communities tend to have disproportionately high numbers of low-quality or inexperienced teachers, thereby creating an inequality of access to high-quality teaching. Across two pre-registered experiments and one exploratory survey (Ntotal = 956), we investigated the factors associated with trainee teachers’ bias in school choices, and the role of teacher education in mitigating this issue. In Studies 1 and 3, trainee teachers demonstrated a preference for working in a school with average (vs. diverse/low-income) demographics, even though all other aspects of the school were equal. These disparities were most pronounced when trainees more strongly believed that (a) educational inequality can be attributed to external factors; (b) intelligence is fixed, and (c) schooling is truly meritocratic. Study 2 revealed that levels of equity-related input during initial teacher education vary hugely, but that, where implemented, it may better prepare trainees for the challenges associated with teaching in diverse and low-income communities. Finally, Study 3 revealed tentative evidence to suggest that a brief intervention that challenges teachers to think beyond the internal causes of inequality could reduce some of these troubling disparities.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1262-1288"},"PeriodicalIF":4.0,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Selection and the economic value of education: A barrier to reducing the SES achievement gap?

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-10-20 DOI: 10.1111/josi.12646

Céline Darnon, Nicolas Sommet, Alice Normand, Antony S. R. Manstead

引用次数: 0