The DOI matches its Crossref record; 103 of the 103 references it cites were found in a registry or an index.
The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality
Open accessAbstract
The economic decline of the Great Recession has increased the need for a university degree, which can enhance individuals’ prospects of obtaining employment in a competitive, globalized market. Research in the social sciences has consistently demonstrated that students with low socioeconomic status (SES) have fewer opportunities to succeed in university contexts compared to students with high SES. The present article reviews the psychological barriers faced by low‐SES students in higher education compared to high‐SES students. Accordingly, we first review the psychological barriers faced by low‐SES students in university contexts (in terms of emotional experiences, identity management, self‐perception, and motivation). Second, we highlight the role that university contexts play in producing and reproducing these psychological barriers, as well as the performance gap observed between low‐ and high‐SES students. Finally, we present three examples of psychological interventions that can potentially increase both the academic achievement and the quality of low‐SES students’ experience and thus may be considered as methods for change.
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Citations
Cites
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Cited by
Hoyt, L. T., Cohen, A. K., Dull, B., Maker Castro, E., & Yazdani, N. (2021) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2020.10.030 · Cited by 337
How social-class stereotypes maintain inequality
Durante, F., & Fiske, S. T. (2017) · Current Opinion in Psychology · doi:10.1016/j.copsyc.2017.07.033 · Cited by 230
Re‐Establishing the Social‐Class Order: Restorative Reactions against High‐Achieving, Low‐SES Pupils
Batruch, A., Autin, F., & Butera, F. (2017) · Journal of Social Issues · doi:10.1111/josi.12203 · Cited by 109
Cultural Expressions of Social Class and Their Implications for Group‐Related Beliefs and Behaviors
Becker, J. C., Kraus, M. W., & Rheinschmidt‐Same, M. (2017) · Journal of Social Issues · doi:10.1111/josi.12209 · Cited by 77
Self‐affirmation reduces the socioeconomic attainment gap in schools in England
Hadden, I. R., Easterbrook, M. J., Nieuwenhuis, M., Fox, K. J., & Dolan, P. (2020) · British Journal of Educational Psychology · doi:10.1111/bjep.12291 · Cited by 43
Metadata
- Authors
- Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C.
- Venue
- Journal of Social Issues
- Publisher
- Wiley
- Published
- 2017-03
- Volume
- 73
- Issue
- 1
- Pages
- 23-41
- ISSN
- 0022-4537 (ISSN-L)
- 1540-4560
- OpenAlex
- W2595529566
- Cited by
- 282
- References
- 103
- FWCI
- 78.40
- Type
- journal article
- Language
- en
- Open access
- green
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- Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C. (2017). The Experience of Low‐SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social‐Class Inequality. Journal of Social Issues. https://doi.org/10.1111/josi.12202
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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