Access is not enough
Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college
Dados Bibliográficos
| ID | 6206739 |
|---|---|
| Autores | L Taylor Phillips (0000-0003-4655-6904, New York University), Nicole M Stephens (0000-0001-7035-3213, Kellogg's (Canada)), Sarah S M Townsend (0000-0001-7086-5454, University of Southern California), Sébastien Goudeau (0000-0001-7293-0977, Contextual Change (United States)) |
| Ano | 2020 |
| Volume | 119 |
| Fascículo | 5 |
| Páginas | 1112-1131 |
| Data de publicação | 2020-11-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Personality and Social Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-3514 • E-ISSN: 1939-1315 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/pspi0000234 |
| PMID | 32105102 |
| OpenAlex | W2523493043 |
| Idioma | EN |
| Citações recebidas | 66 |
| Referências citadas | 58 |
United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with continuing-generation students (one or more parents have a four-year degree) early in college. Yet, what happens as first-generation students experience the university culture throughout their time in college? Using cross-sectional and longitudinal approaches, we find that initial cultural mismatch is associated with psychological and academic costs that persist until graduation. First, at college entry, we find social class differences in cultural norms: first-generation students endorse more interdependent cultural norms than their continuing-generation peers. Second, endorsing interdependence at college entry predicts reduced subjective sense of fit in college four years later. Third, lower subjective sense of fit predicts lower grade point average and subjective social status upon graduation. Together, these results suggest that initial cultural mismatch contributes to worse experiences and academic outcomes among first-generation students, and that these disparities persist even until graduation. Further, we find that social class differences in cultural norms remain stable throughout college: first-generation students continue to endorse more interdependence than do continuing-generation students. We suggest providing access is not sufficient to reduce social class inequity; colleges need to create more inclusive environments to ensure that students from diverse backgrounds can reap similar rewards. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Academic achievement · Developmental psychology · Graduation (instrument) · Interdependence · Sociology · Higher Education Research Studies · Psychological Well-being and Life Satisfaction · Psychology · Racial and Ethnic Identity Research · Social Psychology
Taking It Day by Day
I Wasn’t Expecting It”
The complexity of cultural mismatch in higher education
The influence of gender on the relationship between emotional intelligence and psychological well-being in Spanish university students
Skill, Will, and Time
Examining the Relationships Between Adverse Childhood Experiences, Student Generational Status, and Exam Performance in Emerging Adult Undergraduates
Examining college student mental health in engineering and computer science education
Understanding academic help-seeking among first-generation college students
Graduating together
Differential relations among expectancy, task value, engagement, and academic performance
“I don’t learn like this”
What We Bring With Us
The Role of Relational Reciprocity
Technology Access and Financial Stress
Thinking Structurally
Understanding School Satisfaction among Immigrant Students
How the Ingroup Representation of First-Generation Students in Residence Halls Predicts Short-Term and Long-Term College Success
Illuminating inequalities in students’ sense of belonging at university from a Bourdieusian perspective
Becoming a student
Subjective social class and life satisfaction
‘You don't have to be educated to help your child’
Stakeholder Engagement, Knowledge Problems and Ethical Challenges
Socioeconomic Status and Meta-Perceptions
Managers Can Support Employees in Working-Class Contexts by Promoting Growth Mindsets
Difference-Education Improves First-Generation Students’ Grades Throughout College and Increases Comfort With Social Group Difference
Friendship and Well-Being Among College Students From Diverse Socioeconomic Backgrounds
Discrimination and Perceived Cultural Mismatch Increase Status-Based Identity Uncertainty
The Safe Model
Democratic equality and higher education
A silent drag
Student agency of Chinese first-generation college students in transition to elite universities
“I Just Don’t Fit There!” Anticipated Cultural Mismatch and Social Disparities in Students’ Intention to Enter Higher Education
From Precollege to Career
Tackling Educational Inequalities with Social Psychology
Anchoring and resilience
Student Perceptions of Academic Integrity
Fostering Belonging
Latino Student Retention
Recognizing the diversity in how students define belonging
Social background concealment among first-generation students
Why do minority students feel they don’t fit in? Migration background and parental education differentially predict social ostracism and belongingness
Going Places
Managing Intersectional Invisibility and Hypervisibility During the Transition to College Among First-Generation Women of Color
First-generation students’ educational outcomes
I ain’t no fortunate one
Social Class Identity Integration and Success for First-Generation College Students
Nobody Told Me”
Further Disadvantages of Socioeconomic Status
Determinants of college mismatch in a rule-based admission system
Higher Education Within a Post-Pandemic Digital Era
The potentially insidious consequences of belonging for inequality
Institutional Cultural Norms, Cultural Motives for College and Adjustment
North Central Sociological Association 2020
Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students
The association between social class and aggression
Taking a social‐class‐in‐context perspective on the psychology of social class
A critical race culture cycle study of class inequities in higher education
A perceived control‐relationally devaluing experiences model of low socioeconomic status vulnerability to negative relationship outcomes
Who gets to see themselves as talented? Biased self-concepts contribute to first-generation students' disadvantage in talent-focused environments
Lower social class, better social skills? A registered report testing diverging predictions from the rank and cultural approaches to social class
Coping With Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online
The Psychological Impact of Being First
Student vulnerabilities and confidence in learning in the context of the Covid-19 pandemic
Connecting with others
How the Visibility of "Whiteness as a Credential" Creates Trade-offs for the Fit and Belonging of Minoritized Students at College
The Rise of the First-Generation College Student
Psychosocial and material pathways in the relation between income and health
Socialization tactics and newcomer adjustment
Closing the Social-Class Achievement Gap
The transition to college
Social Class Culture Cycles
Some Consequences of Having Too Little
A Road Map for an Emerging Psychology of Social Class
Social Class and Belonging
The Declining "Equity" of American Higher Education
Socioeconomic Status and Academic Achievement
Relationship of subjective and objective social status with psychological and physiological functioning
Consequences of Individuals' Fit at Work
Social Capital in the Creation of Human Capital
How college affects students
When Choice Does Not Equal Freedom
Ethic identity and acculturation
Whistling Vivaldi
Social Class and the Hidden Curriculum of Work
Extending the Concept of Stereotype Threat to Social Class
Feeling at Home in College
Cultural models of education in American Indian, Asian American and European American contexts
Matching Versus Mismatching Cultural Norms in Performance Appraisal
Exploring Home-School Value Conflicts
Asian Americans as Model Minorities? A Look at Their Academic Performance
Political Attitudes over the Life Span
Ambient belonging
You Can't Always Get What You Want
Who wants to get to the top? Class and lay theories about power
Cultural mismatch and the education of Aboriginal youths
Persistence and Change
What Matters in College? Four Critical Years Revisited
First-Generation College Students
First- and Second-Generation College Students
Four Critical Years
A cultural mismatch
Immigration, Acculturation, and Adaptation
Culture and the self
Unseen disadvantage
I ain’t no fortunate one
Two souls, two thoughts,” two self-schemas
For whom do the ends justify the means? Social class and utilitarian moral judgment
Express Yourself
Deviance or uniqueness, harmony or conformity? A cultural analysis
Middle class and marginal? Socioeconomic status, stigma, and self-regulation at an elite university
Choice as an act of meaning
Emerging adulthood
Acculturation
Socioeconomic Status and Child Development
Cultures and Selves
Reproduction in Education, Society and Culture
Cultural Knowledge and Social Inequality
"I Need Help!" Social Class and Children's Help-Seeking in Elementary School
Models of the self
Cultural Capital
Strangers in Paradise
The Motivational Force of Descriptive Norms
Lower Social Class Does Not (Always) Mean Greater Interdependence
| Obras citantes distintas | 66 |
|---|---|
| Citações por ano | 9,43 |
| Intervalo de citações | 2019 - 2026 (8) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 63 |