Schooling and Work in the Democratic State

Carnoy, Martín; Levin, Henry M.

doi:10.1080/0142569860070307

Cited by 144 publications

(69 citation statements)

References 2 publications

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“…We were particularly interested in examining the interplay of RS-class and entity beliefs in college settings for several reasons. Receiving a college education is widely seen as a key to social and economic mobility within the United States; indeed, a belief that a college education will lead to upward mobility is the overarching narrative that justifies the cost and effort of college (Carnoy & Levin, 1985;Lazerson, 2010). Unlike other identity characteristics such as race or gender, class is potentially porous, such that students are able to move up the socioeconomic ladder through progressively better paying or more prestigious employment.…”

Section: Entity/incremental Beliefsmentioning

confidence: 99%

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Rheinschmidt¹,

Mendoza‐Denton²

2014

Journal of Personality and Social Psychology

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Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.

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Section: Entity/incremental Beliefsmentioning

confidence: 99%

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Rheinschmidt¹,

Mendoza‐Denton²

2014

Journal of Personality and Social Psychology

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“…Para descrever o contexto, parti do pressuposto segundo o qual, nas modernas sociedades industriais, as escolas são instituições contraditórias. Se, por um lado, se apresentam à sociedade como veículos de abertura de oportunidades de ascensão social, por outro lado, é-lhes atribuída também a função de reprodução da divisão social do trabalho (Carnoy, 1984). São instituições submetidas a pressões contraditórias.…”

Section: Conclusão: História Da Psicologia No Contexto Socioculturalunclassified

História da psicologia: pesquisa, formação, ensino

Freitas¹

2008

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“…Moreover, when social inequalities are formed during school education, an allocation of goods by principles of effort and capability is impeded in later curricular stages [11][12][13]. Social inequality of education is thus a precondition of further inequalities and an obstacle to social mobility [4,14].…”

Section: Isrn Educationmentioning

confidence: 99%

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

Schlicht-Schmälzle

Ackermann

2012

ISRN Education

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Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.

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Schooling and Work in the Democratic State

Cited by 144 publications

References 2 publications

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs.

História da psicologia: pesquisa, formação, ensino

Logics of Educational Stratification: A Cross-National Map of Educational Inequality

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