Alfred Lubrano, Limbo: Blue-collar Roots, White-collar Dreams

On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap.

“…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).…”

“…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.…”

A critical examination of first-generation faculty scholarship: Demonstrating the need for intersectional, empirical analysis.

“…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.…”

A Multidimensional Framework for Examining the Effects of Social Class on Organizational Behavior

“…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.…”