Bachelor's degree attainment has become essential for U.S. labor market participation. However, degree attainment is differentially accessible across racial and economic lines. One explanation of degree disparities is that urban students often lack the social and cultural capital needed to succeed in higher education institutions. This article focuses on the Trinity Education for Excellence Program (TEEP) that has been successful in developing capital and promoting college enrollment and completion for urban youth through values-based instruction. Recommendations describe how TEEP's approach can be applied in homes, schools, and community youth organizations.
Middle-elass elients comprise a significant proportion of individuals seeking psychotherapy each year (Seligman, 1995). To date, however, little research has examined the intra-and interpersonal development and well-being of middle-class clients, constricting the consideration of social class in psychological training and practice. The purpose of the current study is to explore the meaning and implications of social class for 12 White middle-elass women. Using a descriptive phenomenological approach, the current study examined how participants think and feel about their social class membership, including how belonging to the middle-social class affects daily life experiences. Results revealed several notable themes, including: (a) the invisibility of social class, (b) security and contentment as a result of the middle-class "safety net," (c) expectations of what a middle-class lifestyle "looks like," (d) struggles to pass on middle-class privileges, (e) the need to project a middle-class image, and (f) using social class to make sense of life experiences. Results are discussed in the context of implications for psychological training and practice.
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