Holly R Engstrom
Biographic Data
| ID | 4233659 |
|---|---|
| NAME | Holly R Engstrom |
| GIVEN NAMES | Holly R |
| FAMILY NAME | Engstrom |
| SIGNATURE | ENGSTROM H R |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-6054-8655 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Giving women credit where credit is due: The role of amplifying, attributing, and appropriating others' ideas
Trust and trust funds: How others’ childhood and current social class context influence trust behavior and expectations
Trust is vital for success in all kinds of social interactions. But how do people decide whether an individual can be trusted? One factor people may consider is that individual's social class. We hypothesize that people trust others from lower social class contexts more than others from higher class contexts; we also consider nuances between current and childhood class context and between trust as a behavior and trust as an expectation. Five prer…
Socioeconomic Status and Meta-Perceptions: How Markers of Culture and Rank Predict Beliefs About How Others See Us
How does a person’s socioeconomic status (SES) relate to how she thinks others see her? Seventeen studies (eight pre-registered; three reported in-text and 14 replications in supplemental online material [SOM], total N = 6,124) found that people with low SES believe others see them as colder and less competent than those with high SES. The SES difference in meta-perceptions was explained by people’s self-regard and self-presentation expectations.…
What will my life be like when I am 25? How do children's social class contexts predict their imagined and actual futures
Children use school as a way to imagine and strive toward their futures. We analyzed thousands of essays written by children in Britain in the late 1960s about what their lives would be like as adults. We used a bottom‐up approach to explore naturally occurring topics in these essays and tested how these topics varied with children's social class context and their adult outcomes. Higher education was the most prevalent topic in these children's e…
Is being elite the same as living an easy life? Two distinct ways of experiencing subjective socioeconomic status
3,338) to identify the thoughts, feelings, and behaviors that factor into people's subjective SES. Exploratory and confirmatory factor analyses showed that these experiences are best represented by two distinct dimensions-a sense that one belongs to a historical cultural elite (corresponding to SES as early life cultural context) and a sense that one's life is easy (corresponding, though less conclusively, to SES as current rank). We developed sc…
Lower social class, better social skills? A registered report testing diverging predictions from the rank and cultural approaches to social class
Are people with lower socioeconomic status (SES) better than those with higher SES at empathic accuracy, or recognizing others' thoughts and feelings? Two psychological approaches to the study of SES say they are, but emphasize different reasons. The rank approach argues that because individuals with lower SES experience low rank, they feel less in control and more threatened by others, so it is more valuable for them to understand others' mental…
What will my life be like when I am 25? How do children's social class contexts predict their imagined and actual futures
Children use school as a way to imagine and strive toward their futures. We analyzed thousands of essays written by children in Britain in the late 1960s about what their lives would be like as adults. We used a bottom‐up approach to explore naturally occurring topics in these essays and tested how these topics varied with children's social class context and their adult outcomes. Higher education was the most prevalent topic in these children's e…
Lower social class, better social skills? A registered report testing diverging predictions from the rank and cultural approaches to social class
Are people with lower socioeconomic status (SES) better than those with higher SES at empathic accuracy, or recognizing others' thoughts and feelings? Two psychological approaches to the study of SES say they are, but emphasize different reasons. The rank approach argues that because individuals with lower SES experience low rank, they feel less in control and more threatened by others, so it is more valuable for them to understand others' mental…
Is being elite the same as living an easy life? Two distinct ways of experiencing subjective socioeconomic status
3,338) to identify the thoughts, feelings, and behaviors that factor into people's subjective SES. Exploratory and confirmatory factor analyses showed that these experiences are best represented by two distinct dimensions-a sense that one belongs to a historical cultural elite (corresponding to SES as early life cultural context) and a sense that one's life is easy (corresponding, though less conclusively, to SES as current rank). We developed sc…
Lower social class, better social skills? A registered report testing diverging predictions from the rank and cultural approaches to social class
Are people with lower socioeconomic status (SES) better than those with higher SES at empathic accuracy, or recognizing others' thoughts and feelings? Two psychological approaches to the study of SES say they are, but emphasize different reasons. The rank approach argues that because individuals with lower SES experience low rank, they feel less in control and more threatened by others, so it is more valuable for them to understand others' mental…
Socioeconomic Status and Meta-Perceptions: How Markers of Culture and Rank Predict Beliefs About How Others See Us
How does a person’s socioeconomic status (SES) relate to how she thinks others see her? Seventeen studies (eight pre-registered; three reported in-text and 14 replications in supplemental online material [SOM], total N = 6,124) found that people with low SES believe others see them as colder and less competent than those with high SES. The SES difference in meta-perceptions was explained by people’s self-regard and self-presentation expectations.…
What will my life be like when I am 25? How do children's social class contexts predict their imagined and actual futures
Children use school as a way to imagine and strive toward their futures. We analyzed thousands of essays written by children in Britain in the late 1960s about what their lives would be like as adults. We used a bottom‐up approach to explore naturally occurring topics in these essays and tested how these topics varied with children's social class context and their adult outcomes. Higher education was the most prevalent topic in these children's e…
Is being elite the same as living an easy life? Two distinct ways of experiencing subjective socioeconomic status
3,338) to identify the thoughts, feelings, and behaviors that factor into people's subjective SES. Exploratory and confirmatory factor analyses showed that these experiences are best represented by two distinct dimensions-a sense that one belongs to a historical cultural elite (corresponding to SES as early life cultural context) and a sense that one's life is easy (corresponding, though less conclusively, to SES as current rank). We developed sc…
Trust and trust funds: How others’ childhood and current social class context influence trust behavior and expectations
Trust is vital for success in all kinds of social interactions. But how do people decide whether an individual can be trusted? One factor people may consider is that individual's social class. We hypothesize that people trust others from lower social class contexts more than others from higher class contexts; we also consider nuances between current and childhood class context and between trust as a behavior and trust as an expectation. Five prer…
Giving women credit where credit is due: The role of amplifying, attributing, and appropriating others' ideas
Psychology (5 works) · Social Psychology (5 works) · Sociology (5 works) · Developmental psychology (4 works) · Social Psychology (3 works) · Socioeconomic status (3 works) · Class (philosophy (2 works) · Cultural Differences and Values (2 works) · Demography (2 works) · Social and Intergroup Psychology (2 works)