The Role of Social Class in the Formation of Identity: A Study of Public and Elite Private College Students

Aries, Elizabeth; Seider, Maynard

doi:10.3200/socp.147.2.137-158

Cited by 23 publications

(30 citation statements)

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“…In the United States, the widespread ''myth of meritocracy'' encourages the notion that citizens have equal access to material resources, education, occupational choice, and prestige based on individual effort and hard work. This fits well within the framework of democracy but falls short of being accurate in capitalist societies where social and cultural capital determines access to economic capital and overall social class status (Aries & Seider, 2007). In reality, social class is largely inherited and shared laterally based on social location including race, ethnicity, immigration status, family-of-origin, community connections, wealth, and other related variables (Stephens, Markus, & Townsend, 2007).…”

Section: Social Classsupporting

confidence: 53%

Social Class in Family Therapy Education: Experiences of Low SES Students

McDowell

Brown

Cullen

et al. 2012

J Marital Family Therapy

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In this article, we report the results of a national survey of students in COAMFTE-accredited family therapy programs who self-identify as coming from lower- or working-class backgrounds. Results of the study reveal opportunity and tension relative to family, friends, and community because of social mobility associated with graduate education. Participants describe family therapy education as middle-class centered, pointing to lack of attention to social class, marginalization, classism, and unacknowledged class barriers as salient experiences in their graduate programs. Finally, participants share a number of suggestions for program improvement.

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Section: Social Classsupporting

confidence: 53%

Social Class in Family Therapy Education: Experiences of Low SES Students

McDowell

Brown

Cullen

et al. 2012

J Marital Family Therapy

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“…Furthermore, nonaffluent students disidentify with affluent campuses' upper-class norms of individual success (Stephens et al 2012). Finally, on an affluent campus, affluent students were found to have higher occupational aspirations, and to be more aware of the personal benefits of affluence, than lower-class students (Aries and Seider 2007). Affluent campuses may thus prompt conservative economic views primarily among affluent students.…”

Section: How Affluent Campuses Activate Affluent Interestsmentioning

confidence: 99%

College Socialization and the Economic Views of Affluent Americans

Mendelberg

McCabe

Thal

2016

American J Political Sci

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Affluent Americans support more conservative economic policies than the nonaffluent, and government responds disproportionately to these views. Yet little is known about the emergence of these consequential views. We develop, test, and find support for a theory of class cultural norms: These preferences are partly traceable to socialization that occurs on predominantly affluent college campuses, especially those with norms of financial gain, and especially among socially embedded students. The economic views of the student's cohort also matter, in part independently of affluence. We use a large panel data set with a high response rate and more rigorous causal inference strategies than previous socialization studies. The affluent campus effect holds with matching, among students with limited school choice, and in a natural experiment; and it passes placebo tests. College socialization partly explains why affluent Americans support economically conservative policies.

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“…Quantitative studies carried out in the USA, using both national data (Walpole, 2003) and institutional data (Berger & Milem, 1999) found social class differences in academic and social integration which ultimately resulted in different levels of institutional commitment. More recently, qualitative studies in the USA indicate that social class has an impact on levels of integration and the extent to which students feel that they ‘fit in’ (Aries & Seider, 2005, 2007). Similarly, Thomas and Quinn (2007) in their study of non‐traditional students in the UK found they were relatively unprepared for the university experience and lacked a sense of entitlement.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Fitting in’ or ‘standing out’: Working‐class students in UK higher education

Reay¹,

Crozier²,

Clayton³

2010

British Educational Res J

615

505

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Drawing on case studies of 27 working-class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity with more general understandings of how students are positioned in relation to their discipline, their peer group and the wider university, the article examines the influence of widely differing academic places and spaces on student identities. Differences between institutions are conceptualised in terms of institutional habitus, and the article explores how the four different institutional habituses result in a range of experiences of fitting in and standing out in higher education. For some this involves combining a sense of belonging in both middle-class higher education and working-class homes, while others only partially absorb a sense of themselves as students.

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The Role of Social Class in the Formation of Identity: A Study of Public and Elite Private College Students

Cited by 23 publications

References 0 publications

Social Class in Family Therapy Education: Experiences of Low SES Students

Social Class in Family Therapy Education: Experiences of Low SES Students

College Socialization and the Economic Views of Affluent Americans

‘Fitting in’ or ‘standing out’: Working‐class students in UK higher education

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