2019
DOI: 10.3917/socio.102.0231
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Alfred Lubrano, Limbo: Blue-collar Roots, White-collar Dreams

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Cited by 11 publications
(19 citation statements)
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“…health, economic, and environment-friendly behaviors, see Cutler & Lleras-Muney, 2010;Lutz, Muttarak, & Striessnig, 2014), attitudes and psychological functioning (Snibbe & Markus, 2005), and has a strong and specific influence on intelligence (Ritchie & Tucker-Drob, 2018). A family's social class identity has a robust impact and a long-lasting effect on adults' social class identification (see Jackman & Jackman, 1983;Lubrano, 2004). Last, research shows that getting a four-year college degree opens the door to better job opportunities, highest wages, and more prestigious positions within society (Carnevale, Rose, & Cheah, 2011).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…health, economic, and environment-friendly behaviors, see Cutler & Lleras-Muney, 2010;Lutz, Muttarak, & Striessnig, 2014), attitudes and psychological functioning (Snibbe & Markus, 2005), and has a strong and specific influence on intelligence (Ritchie & Tucker-Drob, 2018). A family's social class identity has a robust impact and a long-lasting effect on adults' social class identification (see Jackman & Jackman, 1983;Lubrano, 2004). Last, research shows that getting a four-year college degree opens the door to better job opportunities, highest wages, and more prestigious positions within society (Carnevale, Rose, & Cheah, 2011).…”
Section: Discussionmentioning
confidence: 99%
“…Concrete factors are pointed out: Schools located in underprivileged areas recruit less experienced teachers, their teaching practices are less advanced and demanding, enrollment in extracurricular activities and evening classes is less encouraged. Besides these sociological factors, less visible disadvantages are also at play: Students belonging to low social class face negative stereotypes regarding their abilities (Croizet & Millet, 2012;Spencer & Castano, 2007), leading them to develop lower expectancies of success, selfefficacy, and self-esteem (Gibbons & Borders, 2010;Lubrano, 2004;Twenge & Campbell, 2002) than high social class students. The present research focuses on goal context as an important determinant of this disadvantage, and investigates, in particular, how focusing individuals on the goal of outperforming others (i.e., performance-approach goals-a practice which is quite pervasive in educational settings and regularly activated in students' mind, see Lee & Bong, 2016;Ziegler, Dresel, & Stoeger, 2008) contributes to the social class achievement gap.…”
mentioning
confidence: 99%
“…Marginalization related to class, race, and, documented to a lesser extent, by sexual orientation and gender (e.g., Chávez et al, 2019;Edwards, 1995;Harris-Pierre, 2020;Rendo ´n, 2020;Robideaux, 2005) shape FGF experience. Classed conflicts in the academy are addressed most consistently (e.g., Chase, 2011;Ecker, 2018;Lubrano, 2004;Warnock, 2016a;Yeskel, 2008). Except for a handful who acknowledge their racialized privilege (e.g., Case, 2017;Locke, 2017), White FGF are silent on the racialized culture of university life.…”
Section: Tablementioning
confidence: 99%
“…People who experience any transition may feel alienation and disloyalty (Lubrano, 2005;Stephens et al, 2014). For instance, people who retain their blue-collar roots throughout their lives might feel authentic and loyal to their families by attending the same schools, enrolling in the same programs, working the same jobs, and earning similar incomes as other members of their families.…”
Section: Interaction Models: Social Class Dimensions Influencing Outc...mentioning
confidence: 99%