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2017, Current Opinion in Psychology
https://doi.org/10.1016/J.COPSYC.2017.08.031…
25 pages
1 file
Social class shapes relational realities, which in turn situate and structure different selves and their associated psychological tendencies. We first briefly review how higher class contexts tend to foster independent models of self and lower class contexts tend to foster interdependent models of self. We then consider how these independent and interdependent models of self are situated in and adapted to different social class-driven relational realities. We review research demonstrating that in lower social class contexts, social networks tend to be small, dense, homogenous and strongly-connected. Ties in these networks provide the bonding capital that is key for survival and that promotes the interdependence between self and other(s). In higher social class contexts, social networks tend to be large, far-reaching, diverse and looselyconnected. Ties in these networks provide the bridging capital that is key for achieving personal goals and that promotes an independence of self from other. We conclude that understanding and addressing issues tied to social class and inequality requires understanding the form and function of relationships across class contexts.
Social class identity development remains poorly understood, especially given beliefs in meritocracy and the American Dream. The relative fluidity and invisibility of class make it a slippery problem for social identity theory , which assumes stable category membership. This mixed methods study explored the importance and meanings of social class in 104 college-going emerging adults. As predicted, awareness of social class occurred primarily during social comparison encounters with peers. Unexpectedly, participants rated social class as affecting their everyday experiences more than gender or ethnicity; upper-class students reported the highest importance ratings. The article highlights narratives of upper-class guilt and privilege and working-class anger and pride, and considers the implications of contradictory ratings and exempt positioning.
Social and Personality Psychology Compass, 2012
Though the scientific study of social class is over a century old, theories regarding how social class shapes psychological experience are in their infancy. In this review, we provide a road map for the empirical study of an emerging psychology of social class. Specifically, we outline key measurement issues in the study of social class -including the importance of both objective indicators and subjective perceptions of social class -as well as theoretical insights into the role of the social class context in influencing behavior. We then summarize why a psychology of social class is likely to be a fruitful area of research and propose that social class environments guide psychological experience because they shape fundamental aspects of the self and patterns of relating to others. Finally, we differentiate social class from other rank-relevant states (e.g., power) and social categories (e.g., race ⁄ ethnicity), while also outlining potential avenues of future research.
Journal of Cross-Cultural Psychology, 2014
Social resources (i.e., number and nature of relationships with family and friends) are an important, yet largely unrecognized, feature of the sociocultural contexts of social class that influence psychological functioning. To assess the nature and content of social resources, we conducted semistructured interviews with American women living in poverty (n = 21) and working-class (n = 31) contexts. In contrast to previous research, which demonstrates that lower social class contexts foster greater social connection and interdependence than middleclass or upper-class contexts, this study revealed that poverty constitutes a clear cutoff point at which reduced material resources no longer predict higher levels of social connection, but instead social isolation. Our interview data revealed that women in poverty had fewer connections to family and friends, experienced greater difficulty with trust, and reported more challenges involving relationships compared with working-class women. These findings extend psychological theories regarding how social class shapes psychological functioning and have important implications for understanding the maintenance and reproduction of poverty.
Social Science Quarterly, 2013
Objective-Although prior research has demonstrated the multiple pathways through which socioeconomic attainment occurs, one unexplored avenue regards the role of psychological mechanisms such as self-esteem in this process. Method-Using three waves of data from the National Survey of Families and Households (N = 1,952), we employed structural equation models to examine the relationship between parenting practices and attitudes, socioeconomic status, offspring's self-esteem, and the likelihood of offspring college attendance. Results-Self-esteem was positively related to the likelihood of offspring's college attendance. Additionally, self-esteem was found to be a modest mediator of the relationship between parental educational expectations and parental income, respectively, and the likelihood of offspring completing or being currently enrolled in college. Conclusion-Self-esteem may constitute one previously unconsidered mechanism for reproducing the class structure in the United States. Prior research has demonstrated the multiple pathways through which social class reproduction occurs, with children 1 tending to attain social statuses similar to those of their parents-a trend attributed to parents' socioeconomic resources and, their parenting practices and attitudes, as well as social, human, and cultural capital (Breen, 2005; Devine, 2004; Erikson and Goldthorpe, 1992; Lareau, 2003). However, sociological considerations of social class reproduction have largely ignored the role of psychological mechanisms in this process. Only a handful of studies have examined this possibility (Bynum and Durm, 1996; Demo, Small, and Savin-Williams, 1995; Gecas, 2003; Rosenberg et al., 1995), and such studies have not been able to employ large, national data sets. Thus, whether and how psychological mechanisms are related to the reproduction of the contemporary class structure in the United States remains an unanswered question. This article aims to begin to * The first author will share all data and coding for replication purposes. We wish to thank Tim Heaton, Ralph Brown, Lance Erickson, and Claire Altman for helpful input.
Annual Review of Psychology, 2014
America's unprecedented levels of inequality have far-reaching negative consequences for society as a whole. Although differential access to resources contributes to inequality, the current review illuminates how ongoing participation in different social class contexts also gives rise to culture-specific selves and patterns of thinking, feeling, and acting. We integrate a growing body of interdisciplinary research to reveal how social class culture cycles operate over the course of the lifespan and through critical gateway contexts, including homes, schools, and workplaces. We first document how each of these contexts socializes social class cultural differences. Then, we demonstrate how these gateway institutions, which could provide access to upward social mobility, are structured according to middle-class ways of being a self and thus can fuel and perpetuate inequality. We conclude with a discussion of intervention opportunities that can reduce inequality by taking into accou...
The economic conditions of one’s life can profoundly and systematically influence health outcomes over the life course. Our present research demonstrates that rejecting the notion that social class categories are biologically determined—a non-essentialist belief—buffers lower class individuals from poor self-rated health and negative affect, whereas conceiving of social class categories as rooted in biology—an essentialist belief—does not. In Study 1, lower-class individuals self-reported poorer health than upper-class individuals when they endorsed essentialist beliefs, but showed no such difference when they rejected such beliefs. Exposure to essentialist theories of social class also led lower-class individuals to report greater feelings of negative self-conscious emotions (Studies 2 and 3), and perceive poorer health (Study 3) than upper-class individuals, while exposure to non-essentialist theories did not lead to such differences. Discussion considers how lay theories of social class potentially shape long-term trajectories of health and affect of lower-class individuals.
Translational Issues in Psychological Science, 2018
The Journal of Social Psychology, 2007
The authors explored the influence of social class on identity formation in an interview study of 15 lower income students and 15 affluent students from a highly selective liberal arts school and 15 lower income students from a state college. Students ranked occupational goals as 1st in importance to identity and social class as 2nd. The affluent students regarded social class as significantly more important to identity than did the lower income students, were more aware of structural factors contributing to their success, and had higher occupational aspirations. Social class was an area of exploration for half the students, with higher levels of exploration shown by the lower income private school students than by the state college students. Lower income students developed an ideology that rationalized their social class position.
British Journal of Sociology of Education, 2013
This paper draws on social capital theory to discuss the way social class plays out in the friendships of teenage students. Based on data from individual interviews and focus groups with 75 students in four London secondary schools, it is suggested that students tend to form friendships with people who belong to the same social-class background as them. Social-class 'sameness' is considered to be an element that importantly exemplifies the quality of their friendships, hence, close, inter-class friendships were significantly less common than close, intra-class ones. In addition, class differentials were evident and often reproduced by students, even in the context of the rarer inter-class friendships. This paper concludes that social class is of continuous importance in teenagers' lives and despite some agentic negotiation of class boundaries, as in the case of omnivorousness, students' friendship networks are dynamically informed by class inequalities.
SN Social Sciences
This paper explores inequality through a lens of mutual constitution between context and behaviour. It combines group-based, horizontal inequality with within-group, vertical inequality to assess how both shape certain behavioural dynamics. By drawing on unique primary data, containing egocentric network data of 205 adult Namibians, I study behavioural patterns of support within the context of a highly unequal and stratified society. In doing so, I further address the Black Tax narrative, a colloquial term which emphasises how former economic constraint has shaped the support practices of black Namibian families. More precisely, becoming better off comes with an expectation to support relatively worse-off family members, which has been expressed as 'sending the elevator back down'. Using a mixed-effect regression approach, I estimate the effect of individuals' socioeconomic positions in the observed socioeconomic distances in their support relationships-thus, how 'far' or 'economically distanced' one generally is from those mentioned within their support network. My results propose that economic distance in the support relationships of black Namibians tends to increase for those who hold higher socioeconomic positions. I hereby provide the first empirical evidence for the Black Tax narrative in the Namibian context. I further demonstrate a mutual constitution of horizontal and vertical inequality whereby former economic constraint seems to have shaped the support practices of black and white Namibian families in different ways.
Current Psychology (New Brunswick, N.j.), 2022
This qualitative study examines the links between early recollections, self and others, and low socioeconomic class. Early recollections—specific memories from childhood—illustrate individuals’ core concepts about self and life. Social class is a cultural context that affects psychological processes. We conducted semistructured interviews with 12 low socioeconomic status participants and elicited at least 3 early recollections per participant (totaling 42 recollections). Themes that emerged from analysis of the early recollections include divided reality; creating meaning in the present (including enjoying life and making do with what one has); a parental role of admiration, security, and compensation; and social interest. We regard these strategies as creative assets and mechanisms to deal with a lack of control and resources, sense of constraint, and hierarchical and classed society. We encourage educational and therapeutic frameworks to recognize these assets as facets of psychol...
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 up...
Journal of Social Psychology, 2018
The present research investigated different types of social class identification as moderators of the negative relation between social class and mental health problems. Psychology undergraduates (N = 355) completed an online survey that included measures of social class, mental health and well-being, and three aspects of social class identification: importance of identity, salience of identity, and perceived self-class similarity. Perceived self-class similarity buffered the negative association between social class and depressive symptoms. However, importance and salience of social class identity amplified the associations between social class and anxiety and life satisfaction. These findings contribute to a more sophisticated understanding of the way in which social identification may operate as a social cure.
How does social class affect people’s goals in social interactions? A rank-based perspective suggests actorsfrom higher social classes (compared to lower social classes) have more agentic and less communal goals when interacting with same-class or unspecified others. Focusing on targets’social class, an identity-based perspective suggests the reverse: Actors should more strongly endorse communal (agentic) goals towards illegitimately lower-class (higher-class) compared to higher-class (lower-class) targets, regardless of actors’ own social class. Three preregistered experiments (N= 2,023) manipulated actor’s social class and the nature of the target (illegitimately higher/lower class, same class, unspecified), and measured participants’ goals in imagined interactions using the Circumplex Scales of Intergroup Goals. The identity-based perspective received strong support: Across studies, actors expressed stronger agentic (communal) goals towards higher-class (lower-class) targets. The...
Withstanding Vulnerability throughout Adult Life
Different theoretical frameworks have been developed to account for the impact of social connectedness on individual outcomes such as vulnerability and subjective well-being, in particular approaches based on social identity theory, on social networks, and on social capital. We review research that describes how such social connectedness approaches rooted in psychological, social-psychological and sociological traditions demonstrate the link between social relations, vulnerability and well-being.We summarize and compare key arguments of these approaches in terms of their views on the processes relating the collective-relational to the individual-psychological. Indeed, social connectedness is generally associated with positive individual outcomes (such as prevention of physical and mental health issues and improved subjective well-being).Under some circumstances, however, these positive effects weaken or disappear. We therefore discuss boundary conditions of these processes, by looki...
Journal of Health Psychology, 2018
A consistent/stable sense of the self is more valued in middle-class contexts than working-class contexts; hence, we predicted that middle-class individuals would have higher self-concept clarity than working-class individuals. It is further expected that self-concept clarity would be more important to one’s well-being among middle-class individuals than among working-class individuals. Supporting these predictions, selfconcept clarity was positively associated with higher social class. Moreover, although self-concept clarity was associated with higher life satisfaction and better mental health, the association significantly attenuated among working-class individuals. In addition, self-concept clarity was not associated with physical health and its association with physical health did not interact with social class.
Journal of experimental psychology. General, 2017
Historically high levels of economic inequality likely have important consequences for relationships between people of the same and different social class backgrounds. Here, we test the prediction that social affiliation among same-class partners is stronger at the extremes of the class spectrum, given that these groups are highly distinctive and most separated from others by institutional and economic forces. An internal meta-analysis of 4 studies (N = 723) provided support for this hypothesis. Participant and partner social class were interactively, rather than additively, associated with social affiliation, indexed by affiliative behaviors and emotions during structured laboratory interactions and in daily life. Further, response surface analyses revealed that paired upper or lower class partners generally affiliated more than average-class pairs. Analyses with separate class indices suggested that these patterns are driven more by parental income and subjective social class than...
Advances in Experimental Social Psychology, 2018
Why does economic inequality continue to rise despite being disfavored and harmful to individuals and society? To better understand this inequality paradox, we advance an inequality maintenance model of social class. We detail a set of five propositions to encapsulate the psychological processes that perpetuate class division in societydisparities between the rich and the poor-and we review recent supporting data. With respect to the structural processes that define social class, we show that classdifferentiated experiences of threat, scarcity, and access to valued networks enhance economic inequality by compounding (dis)advantage in education, work, and relationships. With respect to social perceptual processes, we outline how social class is signaled and perceived during social interactions, triggering class-based stereotypes and patterns of distancing that reinforce inequality. With respect to ideological processes, we discuss how ideologies of merit legitimize economic inequality and bolster class division. With respect to moral-relational processes, we examine how class-based patterns of compassion, helping, and power seeking exacerbate economic inequality by concentrating resources among the upper class and constraining advancement among the lower class. Finally, with respect to intergroup processes, we posit that social class group identities catalyze difficulties in cross-class affiliation, asymmetric resource sharing, and class conflict, strengthening class division in society. We conclude with a discussion of new research and future directions that can address class disparities and, ultimately, help foster a more equal society. People are loath to talk about social class. Discussing wealth, income, educational attainment, or occupational prestige can be perceived as rude Psychological Roots of Inequality and Social Class
This is to certify that the thesis prepared By: Nassim Tabri
Asian Journal of Social Psychology, 2021
Drawing on a recent perspective that inconsistent class identities can negatively impact psychological outcomes, the current research explored if the relative benefit of higher subjective social class for life satisfaction would differ depending on whether it is consistent with one's objective social class. In Study 1, across two independent samples from Singapore (N = 1045) and the US (N = 492), higher subjective social class predicted higher life satisfaction more strongly among those high in objective social class, but less strongly among those low in objective social class. In Study 2, these patterns were replicated in another large US sample (N = 1030), and appeared to be driven by lower status-based identity uncertainty (SBIU) linked to higher subjective social class perceptions among high objective social class participants. The role of class-identity perceptions in explaining social class disparities in subjective well-being is discussed.
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