No abstract

How does status consumption operate among the middle classes in less industrialized countries (LICs)-those classes that have the spending power to participate effectively in consumer culture? Globalization research suggests that Bourdieu's status consumption model, based upon Western research, does not provide an adequate explanation. And what we call the global trickle-down model, often invoked to explain LIC status consumption, is even more imprecise. We study the status consumption strategies of upper-middle-class Turkish women in order to revise three of Bourdieu's most important concepts-cultural capital, habitus, and consumption field-to propose a theory specific to the LIC context. We demonstrate that cultural capital is organized around orthodox practice of the Western Lifestyle myth, that cultural capital is deterrltorialized and so accrues through distant textbook-like learning rather than via the habitus, and that the class faction with lower cultural capital Indigenizes the consumption field fo sustain a national social hierarchy.

College admissions leaders increasingly desire to incorporate non-cognitive factors like grit into admissions decisions. Consequently, we examined the validity of the Short Grit Scale (Grit-S) using data collected on undergraduates attending 38 colleges. Using confirmatory factor analysis (CFA), we found that Grit-S does not possess adequate model fit; however, a modified version of the scale does possess this property. Using multi-group CFA, we also found that Grit-S is relatively invariant across multiple demographic groups. Next, we examined the concurrent validity of grit with students' engagement, perceived gains, time spent studying, and grades.These results confirmed previous research that most of the predictive power of grit is contained in its perseverance of effort, not consistency of interest, dimension.

Using survey data from 156 bachelor's-granting institutions, this study explored the relationship between academic advising services and senior's grades and self-perceived gains. We found advising experiences has a positive relationship with students' grades and self-perceived learning gains. Additionally, our results indicate that the institutional advising climate is positively correlated with perceived learning gains, but not grades. The results also showed that the relationships of advising and students' learning and development varied across institutions.Implications for policy and practice are discussed.

Students' time expenditures influence their learning and development. This study used latent profile analysis to identify a typology of how first-year students spend their time using a large, comprehensive sample. It identified four time usage patterns by first-year students titled balanced, involved, partiers, and parents. Sex, expected major field, on-campus residency, age, Greek-life membership, and standardized test scores were predictive of students' time use patterns. Implications for policy and practice are discussed.