Journal of Social Issues最新文献

{"title":"Putting cultural mismatch theory to the test: Cultural fit of self-construal in predicting student outcomes","authors":"Erdem Yılmaz,&nbsp;Karen Phalet,&nbsp;Jozefien De Leersnyder","doi":"10.1111/josi.12657","DOIUrl":"10.1111/josi.12657","url":null,"abstract":"<p>Socioeconomic and ethnicity-based achievement gaps plague education. Both sociological theories and recent social-psychological work consider cultural mismatches between schools’ and students’ ways of being and relating (i.e., self-construal) as a potential mechanism. However, stringent empirical evidence remains lacking. Drawing on a sample of 5076 Belgian adolescents, this study aims to provide rigorous and robust novel evidence by (i) establishing high SES and ethnic majority group average patterns of self in relation to their teacher; (ii) calculating students’ ‘fit’ with these dominant group's patterns; and (iii) linking fit indices to objective and subjective achievement scores. As expected, fit with both high-SES and ethnic majority self-patterns were significantly positively related to achievement. Our findings suggest hitherto less visible systemic barriers to equal attainment due to engrained school practices that selectively value and reward majority middle-class self-ways. One way to promote equity in education is recognising and reforming such practices in schools.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1379-1407"},"PeriodicalIF":4.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187019","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}

{"title":"Unequal homework: The hidden forces of social class contexts and parental self-efficacy in shaping educational outcomes","authors":"Johanne Mzidabi,&nbsp;Sébastien Goudeau,&nbsp;Romain Delès,&nbsp;Nele Claes,&nbsp;Matthew J. Easterbrook,&nbsp;Theodore Alexopoulos,&nbsp;Jean-François Rouet","doi":"10.1111/josi.12656","DOIUrl":"10.1111/josi.12656","url":null,"abstract":"<p>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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1315-1344"},"PeriodicalIF":4.7,"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}

{"title":"Are low-ability students mentally represented as low-SES, academically incapable, and undeserving of support?","authors":"Alexander S. Browman,&nbsp;David B. Miele","doi":"10.1111/josi.12649","DOIUrl":"10.1111/josi.12649","url":null,"abstract":"<p>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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1289-1314"},"PeriodicalIF":4.7,"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}

{"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,&nbsp;Jo Rose,&nbsp;Shelley McKeown,&nbsp;Elizabeth Washbrook","doi":"10.1111/josi.12655","DOIUrl":"10.1111/josi.12655","url":null,"abstract":"<p>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 <i>N</i> = 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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1408-1432"},"PeriodicalIF":4.7,"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}

{"title":"How preschool education perpetuates social inequality: An ethnographic study of the practical conditions of symbolic violence","authors":"Jean-Claude Croizet,&nbsp;Mathias Millet","doi":"10.1111/josi.12654","DOIUrl":"10.1111/josi.12654","url":null,"abstract":"<p>This article presents an ethnographic study conducted in French pre-kindergarten and kindergarten classrooms, investigating how education establishes and reinforces relations of sociocultural dominance. Building on Bourdieu and Passeron's concept of symbolic violence, we seek to uncover the mechanisms through which school socialization encourages the acceptance of the hierarchies it generates. The data suggest that this persuasion relies on set of interrelated processes: Schools organize the unequal profitability of family cultural practices and knowledge, obscure the realities of learning, and foster a meritocratic myth that naturalizes these inequalities. Moreover, children actively participate in their own subordination without realizing it. By documenting these processes, the study provides critical insights into how everyday schooling practices not only perpetuate social inequalities but also shape early on the idea that students form of themselves as both students and individuals and intensify concerns about self-worth.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1345-1378"},"PeriodicalIF":4.7,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187163","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}

{"title":"A critical race culture cycle study of class inequities in higher education","authors":"Ibette Valle,&nbsp;Rebecca Covarrubias","doi":"10.1111/josi.12653","DOIUrl":"10.1111/josi.12653","url":null,"abstract":"<p>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 <i>critical race culture cycle</i> 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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1504-1526"},"PeriodicalIF":4.7,"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}

{"title":"Taking a social-class-in-context perspective on the psychology of social class","authors":"Nicole M. Stephens,&nbsp;Lydia F. Emery,&nbsp;Sarah S. M. Townsend,&nbsp;Hannah J. Song","doi":"10.1111/josi.12652","DOIUrl":"10.1111/josi.12652","url":null,"abstract":"<p>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 <i>social-class-in-context perspective</i>. 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.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1484-1503"},"PeriodicalIF":4.7,"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}

{"title":"What will my life be like when I am 25? How do children's social class contexts predict their imagined and actual futures?","authors":"Kristin Laurin,&nbsp;Holly R. Engstrom,&nbsp;Muhua Huang","doi":"10.1111/josi.12650","DOIUrl":"10.1111/josi.12650","url":null,"abstract":"<p>Children use school as a way to imagine and strive toward their futures. We analyzed thousands of essays written by children in Britain in the late 1960s about what their lives would be like as adults. We used a bottom-up approach to explore naturally occurring topics in these essays and tested how these topics varied with children's social class context and their adult outcomes. Higher education was <i>the</i> most prevalent topic in these children's essays; children whose fathers—and maternal grandfathers—had higher-status occupations were especially likely to write about this, as well as about interests in teaching, medicine, and the military. Children in lower class contexts were especially likely to write about making money, but also about family and daily responsibilities. We further found that—controlling for family background—children who wrote more about higher education and less about money-making tended to achieve education, status, and income.</p>","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 4","pages":"1433-1459"},"PeriodicalIF":4.7,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143187018","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}

{"title":"Challenging the Status-Quo with Practical Theory: Introduction to John T. Jost's Kurt Lewin Award Address","authors":"Mahzarin R. Banaji","doi":"10.1111/josi.12645","DOIUrl":"10.1111/josi.12645","url":null,"abstract":"","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"80 3","pages":"1132-1137"},"PeriodicalIF":4.7,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642529","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}

{"title":"Correction to “Lower SES PhD students experience interpersonal disconnection from others both inside and outside of academia”","authors":"","doi":"10.1111/josi.12628","DOIUrl":"10.1111/josi.12628","url":null,"abstract":"&lt;p&gt;Citation to article being corrected: Park, H.J., Ruberton, P.M., Smyth, J.M., Cohen, G.L., Purdie-Greenaway, V., &amp; Cook, J.E. (2023). Lower SES PhD students experience interpersonal disconnection from others both inside and outside of academia. &lt;i&gt;Journal of Social Issues&lt;/i&gt;, &lt;i&gt;79&lt;/i&gt;(1), 79–107. https://doi.org/10.1111/josi.12556&lt;/p&gt;&lt;p&gt;Description of error:&lt;/p&gt;&lt;p&gt;In line 15 of the “Participants and procedure” section (p. 84), the number of participants who completed the baseline survey should be changed to 1081 instead of 1085. This error does not influence our final sample size and thus does not influence our results.&lt;/p&gt;&lt;p&gt;In line 3 of the “A sense of social integration into academia” section (p. 94), the coefficient representing the non-significant effect of international status on social integration should be changed to -.01 instead of .01. This error does not change the implication of our results.&lt;/p&gt;&lt;p&gt;In lines 2–3 of the “Perceived similarity to others in department” section (p. 95), “In addition, international students perceived less similarity to others compared to domestic students” should be changed to “In addition, international students perceived more similarity to others compared to domestic students”. All statistics do not need to be changed. Relatedly, in the discussion section (lines 41–44 of p. 99), “In addition, in line with past literature on international students’ experience (Glass et al., 2015), international students (compared to domestic students and controlling for SES and gender) perceived less similarity with their colleagues inside academia.” should be changed to “Contrary to past literature on international students’ experience (Glass et al., 2015), international students (compared to domestic students and controlling for URM status, SES and gender) perceived more similarity with their colleagues inside academia.”.&lt;/p&gt;&lt;p&gt;In lines 6–8 of the “Perceived similarity to others in department” section (p. 95), “Students’ perceived similarity to other people in their department decreased over the year, β&lt;sub&gt;1&lt;/sub&gt; = −.31, &lt;i&gt;t&lt;/i&gt;(3588) = −2.04, &lt;i&gt;p&lt;/i&gt; = .04, 95% CI [−.60, −.01], &lt;i&gt;R&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = .0004, but this trajectory did not differ as a function of demographic variables.” should be changed to “Students’ perceived similarity to other people in their department decreased over the year, β&lt;sub&gt;1&lt;/sub&gt; = −.31, &lt;i&gt;t&lt;/i&gt;(3588) = −2.04, &lt;i&gt;p&lt;/i&gt; = .04, 95% CI [−.60, −.01], &lt;i&gt;R&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = .0004, but this trajectory did not differ as a function of demographic variables except for international status, γ&lt;sub&gt;12&lt;/sub&gt; = −.25, &lt;i&gt;t&lt;/i&gt;(3588) = −2.68, &lt;i&gt;p&lt;/i&gt; = .01, 95% CI [−.43, −.07], &lt;i&gt;R&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = .001. For international students, perceived similarity did not change across the year (β&lt;sub&gt;1&lt;/sub&gt; = .20, &lt;i&gt;p&lt;/i&gt; = .30) while it did decline across the year for domestic non−URM (β&lt;sub&gt;1&lt;/sub&gt; = −.40, &lt;i&gt;t&lt;/i&gt;(3588) = −2.67, &lt;i&gt;p&lt;/i&gt; = .008, 95% CI [−.70, −.11], &lt;i&gt;R&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = .0004) and","PeriodicalId":17008,"journal":{"name":"Journal of Social Issues","volume":"81 1","pages":""},"PeriodicalIF":4.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josi.12628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143717344","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}