Social class differences in maternal teaching strategies and speech patterns.

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

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Social class, intensive parenting norms and parental values for children

Current Sociology ◽

10.1177/00113921211048531 ◽

2021 ◽

pp. 001139212110485

Author(s):

Trevor Tsz-lok Lee

Keyword(s):

Social Class ◽

Working Class ◽

Social Reproduction ◽

Academic Excellence ◽

Structural Constraints ◽

Competing Values ◽

Parental Values ◽

Class Differences ◽

Value Choices ◽

Intensive Parenting

As the global trend towards both middle- and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have become more subtle. In light of the proliferation of intensive parenting norms, however, few studies have explored particular mechanisms underlying the subtle class differences linked to parental values. Drawing on in-depth interviews of 51 Hong Kong Chinese parents, this study investigated how parents contended with competing values in socialization, which in turn shaped their parenting choices. Three common values emerged from the interviews – academic excellence, hard work and happiness – showing that the middle and working classes managed their values for children in two different ways, termed here as ‘values coupling’ and ‘values juggling’, respectively. Middle-class parents were able to make their value choices cohesive through a ‘twist’ to reconcile between competing values. However, working-class parents were inclined to ‘drift’ their value choices in the face of unreconciled value tensions as well as structural constraints. Subtle differences in parental values were found to be tied to class position, and contributed to maintaining class inequality and social reproduction.

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Social Class and The Unequal Digital Literacies of Youth

Language and Literacy ◽

10.20360/langandlit29407 ◽

2018 ◽

Vol 20 (3) ◽

pp. 26-45 ◽

Cited By ~ 2

Author(s):

Ron Darvin

Keyword(s):

Social Class ◽

Parental Involvement ◽

Digital Divide ◽

Peer Networks ◽

Digital Literacies ◽

Class Differences ◽

The Third ◽

Educational Implications ◽

Spatial Configurations

Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of cultural and social capital, this paper concludes with the educational implications of the third digital divide.

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Maternal Teaching Strategies in Chicano Families of Varied Educational and Socioeconomic Levels

Child Development ◽

10.2307/1128752 ◽

1978 ◽

Vol 49 (4) ◽

pp. 1129 ◽

Cited By ~ 87

Author(s):

Luis M. Laosa

Keyword(s):

Teaching Strategies ◽

Maternal Teaching ◽

Socioeconomic Levels

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Biological Aspects of a High Socio-Economic Group

Journal of Biosocial Science ◽

10.1017/s0021932000007434 ◽

1970 ◽

Vol 2 (1) ◽

pp. 1-16 ◽

Cited By ~ 13

Author(s):

John B. Gibson

Keyword(s):

Social Class ◽

Social Stratification ◽

Educational Opportunity ◽

Population Sample ◽

Stabilizing Selection ◽

Class Differences ◽

Social Scale ◽

The Social ◽

Biological Aspects ◽

The Mean

Data are presented on the social backgrounds and IQs of a sample of scientists, their male sibs and their fathers. The range of IQ in the scientists is similar to the range of scores expected of the higher 25% of a representative general population sample.The IQs of the scientists showed a positive correlation with social class. Differences in IQ between the scientists and their fathers in each social class are related to the distance the scientists have moved up the social scale. In the twenty-two families in which the IQs of the father and two male sibs are known the upwardly mobile sibs tend to have higher IQs than the non-mobile or downwardly mobile sibs.In Class II there is evidence that stabilizing selection operates on IQ to maintain the mean IQ level. The effect on social stratification of such selection, together with increased educational opportunity, is discussed.

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Time and money explain social class differences in students’ social integration at university.

10.31234/osf.io/3qpdf ◽

2017 ◽

Author(s):

Mark Rubin

Keyword(s):

Social Class ◽

Middle Class ◽

Working Class ◽

Social Integration ◽

Social Exclusion ◽

Undergraduate Students ◽

Social Activities ◽

Class Differences ◽

Working Class Students ◽

Exclusion Effect

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

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Partner Commitment in Close Relationships Mitigates Social Class Differences in Subjective Well-Being

10.31234/osf.io/j3d4x ◽

2018 ◽

Author(s):

Jacinth Jia Xin Tan ◽

Michael W. Kraus ◽

Emily Impett ◽

Dacher Keltner

Keyword(s):

Social Class ◽

Close Relationships ◽

Negative Impact ◽

Lower Class ◽

Well Being ◽

Upper Class ◽

Subjective Well Being ◽

Class Differences ◽

Two Samples ◽

The Relationship

Close relationships can be a source of positive subjective well-being for lower-class individuals, but stresses of lower-class environments tend to negatively impact those relationships. The present research demonstrates that a partner’s commitment in close relationships buffers against the negative impact of lower-class environments on relationships, mitigating social class differences in subjective well-being. In two samples of close relationship dyads, we found that when partners reported low commitment to the relationship, relatively lower-class individuals experienced poorer well-being than their upper-class counterparts, assessed as life satisfaction among romantic couples (Study 1) and negative affect linked to depression among ethnically diverse close friendships (Study 2). Conversely, when partners reported high commitment to the relationship, deficits in the well-being of lower-class relative to upper-class individuals were attenuated. Implications of these findings for upending the class divide in subjective well-being are discussed.

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