Journal of Social Issues最新文献_第2页

Spite and Science-Denial: Exploring the Role of Spitefulness in Conspiracy Ideation and COVID-19 Conspiracy Beliefs

IF 4 1区社会学

Journal of Social Issues Pub Date : 2025-02-18 DOI: 10.1111/josi.12662

David S. Gordon, Megan E. Birney

{"title":"Spite and Science-Denial: Exploring the Role of Spitefulness in Conspiracy Ideation and COVID-19 Conspiracy Beliefs","authors":"David S. Gordon, Megan E. Birney","doi":"10.1111/josi.12662","DOIUrl":"https://doi.org/10.1111/josi.12662","url":null,"abstract":"Science denialism is at the heart of many conspiracy theory beliefs. We propose that such beliefs are manifestations of a distal social process: spite. In three pre-registered studies, we test the hypothesis that established predictors of these beliefs (epistemic, existential, and social motives) are specific cues of competitive disadvantage that provoke a common facultative “spiteful” psychological response, making a person more open to believing in conspiracy theories. Study 1 (N = 301; UK representative Prolific sample), found that spite mediated the relationship between realistic threat and in-group narcissism (social motives), political powerlessness (existential motive), and intolerance for uncertainty (epistemic motive), and conspiracy theory belief and COVID-19 conspiracies. This pattern was replicated in Study 2 (N = 405; UK representative Prolific sample). In Study 3 (N = 405; UK representative Prolific sample), we found that those who engaged in a spite-inducing task reported higher levels of spite which indirectly resulted in stronger beliefs in conspiracy theories. The overall pattern of results provides initial evidence that spite may play a role in why people engage with false information. Research and policy implications of these findings are discussed.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439023","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

Barriers in the Transition From School to Work: How Student Financial Adversity Predicts Deprioritizing Jobs With the Best Long-Term Career Progression

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-22 DOI: 10.1111/josi.12658

Julia Buzan, Jennifer Sheehy-Skeffington

{"title":"Barriers in the Transition From School to Work: How Student Financial Adversity Predicts Deprioritizing Jobs With the Best Long-Term Career Progression","authors":"Julia Buzan, Jennifer Sheehy-Skeffington","doi":"10.1111/josi.12658","DOIUrl":"https://doi.org/10.1111/josi.12658","url":null,"abstract":"Despite education's potential to reshape societal inequalities, recent gains in broadening university access across the socioeconomic spectrum have not translated into parallel gains in the transition from school to work. This work applies a socioecological approach to understanding this pattern, considering the role of job factors and individual financial background in shaping undergraduate student job choices and perceived career prospects. In two discrete choice experiments (n = 800) UK undergraduate students chose between pairs of job descriptions varying primarily along two dimensions: immediate versus delayed benefits (e.g., starting salary vs. salary progression), and concrete versus abstract benefits (e.g., salary vs. values fit). The findings suggest that career choice may be shaped by socioeconomic constraints above and beyond individual preferences for meaningful work, while the relationship between financial strain and career pessimism is mediated by inequalities in perceived control over life outcomes and personal connections to the job.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1460-1483"},"PeriodicalIF":4.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187122","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

Society in the Classroom: Introduction to the Special Issue

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-18 DOI: 10.1111/josi.12659

Jennifer Sheehy-Skeffington, Rebecca G. Covarrubias, Jean-Claude Croizet, Sébastien Goudeau

{"title":"Society in the Classroom: Introduction to the Special Issue","authors":"Jennifer Sheehy-Skeffington, Rebecca G. Covarrubias, Jean-Claude Croizet, Sébastien Goudeau","doi":"10.1111/josi.12659","DOIUrl":"https://doi.org/10.1111/josi.12659","url":null,"abstract":"In introducing the special issue, Society in the Classroom: Multilevel Perspectives on Socioeconomic Inequalities in Education, we begin by challenging the assumption that educational institutions are neutral sites merely reflecting socioeconomic inequalities that originate beyond them. Instead, we consider how socioeconomic disparities and biases pervade educational settings and may be perpetuated by the very function of privileging particular standards and practices, a function that is central to institutions serving the dominant societal classes. Compiled 20 years after the last time the Journal of Social Issues focused on the psychology of social class in the context of education, this issue takes stock of research on this topic with a focus on approaches that go beyond the individual level of analysis. Although research reported in the issue is predominantly conducted with majority ethnic samples in the United States and Western Europe, it engages with intersectional concerns by attending to power and interlocking processes of oppression.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1211-1217"},"PeriodicalIF":4.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187056","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

Putting cultural mismatch theory to the test: Cultural fit of self-construal in predicting student outcomes

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-11 DOI: 10.1111/josi.12657

Erdem Yılmaz, Karen Phalet, Jozefien De Leersnyder

引用次数: 0

Unequal homework: The hidden forces of social class contexts and parental self-efficacy in shaping educational outcomes 不平等的家庭作业：社会阶层背景和家长自我效能在塑造教育成果方面的隐性力量

IF 4 1区社会学

Journal of Social Issues Pub Date : 2024-12-08 DOI: 10.1111/josi.12656

Johanne Mzidabi, Sébastien Goudeau, Romain Delès, Nele Claes, Matthew J. Easterbrook, Theodore Alexopoulos, Jean-François Rouet

{"title":"Unequal homework: The hidden forces of social class contexts and parental self-efficacy in shaping educational outcomes","authors":"Johanne Mzidabi, Sébastien Goudeau, Romain Delès, Nele Claes, Matthew J. Easterbrook, Theodore Alexopoulos, Jean-François Rouet","doi":"10.1111/josi.12656","DOIUrl":"https://doi.org/10.1111/josi.12656","url":null,"abstract":"The Covid-19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self-efficacy regarding supporting children's academic achievement. The present study investigated whether, within a single model, structural factors, including home environment, cultural capital, and digital capital, contribute both directly and indirectly (via parental self-efficacy) to the development of academic inequalities during homework. As predicted, analyses showed that families from working-class backgrounds are less equipped and feel less competent in digital technology as compared to families from middle- and upper-class backgrounds. Our findings also showed that families’ social class is a significant predictor of cultural capital and parental self-efficacy which in turn contributes to educational inequalities in achievement. Future studies should delve deeper into the role of parental practices and their involvement, during homework, to educational inequalities.","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1315-1344"},"PeriodicalIF":4.0,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143186448","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

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