Making It by Faking It

Granfield, Robert

doi:10.1177/089124191020003005

Cited by 149 publications

(54 citation statements)

References 9 publications

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“…For instance, in a retrospective study, Ostrove (2003) found that women from lower and middle-class backgrounds reported feeling more alienated or belonging less during their time spent at an elite college-echoing Walton and Cohen's (2007) work on the effects of racial underrepresentation at elite private universities. Moreover, students from lower SES backgrounds have also been found to experience concerns about their academic fit and competency in the elite university environment (Granfield, 1991). In his ethnographic study of working-class students at an Ivy League law school, Granfield (1991) observed that these students, "although initially proud of their accomplishments .…”

Section: Ses Stigmamentioning

confidence: 99%

“…Moreover, students from lower SES backgrounds have also been found to experience concerns about their academic fit and competency in the elite university environment (Granfield, 1991). In his ethnographic study of working-class students at an Ivy League law school, Granfield (1991) observed that these students, "although initially proud of their accomplishments . .…”

Section: Ses Stigmamentioning

confidence: 99%

“…If indeed the identity of a relatively lower SES background in the context of a high-status university setting is associated with academic concerns, as observed by Granfield (1991), what might be the consequences? One possibility, as Granfield suggested, is that managing these identity-based concerns is a burden-exacting a toll on individuals' psychological resources.…”

Section: Ses Stigmamentioning

confidence: 99%

“…If students from lower SES backgrounds are differentially burdened with concerns about academic achievement compared to their higher SES counterparts, as predicted by Granfield (1991), then engaging in self-presentation regarding academic achievement should be relatively more effortful and thus more depleting for them. We test this hypothesis in the current work.…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…[They] began to experience a crisis in competency" (p. 336). The current work seeks to bring empirical evidence to bear on this experience by examining the extent to which SES predicts concerns about academic competency.If indeed the identity of a relatively lower SES background in the context of a high-status university setting is associated with academic concerns, as observed by Granfield (1991), what might be the consequences? One possibility, as Granfield suggested, is that managing these identity-based concerns is a burden-exacting a toll on individuals' psychological resources.…”

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confidence: 99%

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Middle class and marginal? Socioeconomic status, stigma, and self-regulation at an elite university.

Johnson

Richeson

Finkel

2011

Journal of Personality and Social Psychology

217

231

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In four studies, the authors investigated the proposal that in the context of an elite university, individuals from relatively lower socioeconomic status (SES) backgrounds possess a stigmatized identity and, as such, experience (a) concerns regarding their academic fit and (b) self-regulatory depletion as a result of managing these concerns. Study 1, a correlational study, revealed the predicted associations between SES, concerns about academic fit, and self-regulatory strength. Results from Studies 2 and 3 suggested that self-presentation involving the academic domain is depleting for lower (but not higher) SES students: After a self-presentation task about academic achievement, lower SES students consumed more candy (Study 2) and exhibited poorer Stroop performance (Study 3) relative to their higher SES peers; in contrast, the groups did not differ after discussing a nonacademic topic (Study 3). Study 4 revealed the potential for eliminating the SES group difference in depletion via a social comparison manipulation. Taken together, these studies support the hypothesis that managing concerns about marginality can have deleterious consequences for self-regulatory resources.Keywords: stigma, socioeconomic status, self-regulation, social identity threat It's hard to be the only black dancer. You feel separate, and you feel negated in a certain sense, and it's not that people are trying to make you feel bad, but it's just obviously around you. . . . It's hard to be strong enough to be in that environment and to not feel wrong.-Virginia Johnson, 2007 In the New York Times article, "Where Are All the Black Swans?" (Kourlas, 2007), Virginia Johnson, a retired ballet dancer, recalls the experience of being Black in the overwhelmingly White world of ballet. In the epigraph above, she articulates the subjective experience that can arise from the awareness of being different-feeling "separate" and "negated." In effect, she is describing the psychological experience at the intersection of underrepresentation and social stigma: Being different, with the implicit understanding that this difference renders one devalued, or "wrong" (Crocker, Major, & Steele, 1998). Now imagine another identity in a different context: A young woman from a relatively modest or even middle-class background, starting her first year of college at a prestigious (and expensive) private university. How will this student's socioeconomic background influence her experiences in this elite context? The acute awareness that her background is discrepant from her peers'-and, in turn, from the context at large-may lead her to wonder if she will measure up in other ways. For instance, given that academic achievement is central to the identity of the university, her marginalized status in this context may lead her to question her ability to meet its academic standards. In turn, managing these concerns may pose a psychological burden. The purpose of the current work is to examine this possibility. Specifically, the present research explores the psychological ...

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Section: Ses Stigmamentioning

confidence: 99%

Section: Ses Stigmamentioning

confidence: 99%

Section: Ses Stigmamentioning

confidence: 99%

Section: Overview Of Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Middle class and marginal? Socioeconomic status, stigma, and self-regulation at an elite university.

Johnson

Richeson

Finkel

2011

Journal of Personality and Social Psychology

217

231

View full text Add to dashboard Cite

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Socialization in Organizational Contexts

Ashforth¹,

Sluss²,

Harrison³

2008

International Review of Industrial and Organizational Psychology 2007, Volume 22

186

349

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The survival of an organization depends partly on its ongoing ability to integrate new members into the fold while simultaneously allowing if not encouraging organizational change. Organizational socialization is the process by which individuals become part of an organization's pattern of activities (Anderson, Riddle & Martin, 1999). This broad definition accommodates the impact of both the organization on the individual and the individual on the organization (the latter is often referred to as individualization or personalization), and-given that socialization is continuous-recognizes that individuals may be organizational newcomers or veterans.Why does socialization matter? First, because work contexts are complex, dynamic, designed for multiple purposes, and, for the newcomer, more or less novel, their meaning is inherently equivocal. As various perspectives (e.g., social learning theory, Bandura, 1977; social information processing theory, Salancik & Pfeffer, 1978; social comparison theory;Festinger, 1954) maintain, individuals socially construct meaning, giving particular weight to the views of credible people-in this case, veteran insiders. For example, Salzinger (1991) studied two cooperatives that specialized in domestic worker placement. In one, management regarded domestic work as stopgap work and provided no training. In the other, management regarded domestic work as a profession, provided training, and held supportive meetings where workers discussed their

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