Journal of Social Issues最新文献

The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture cycle framework, or a critical race culture cycle lens for short, we can more fully interrogate interrelated power structures in educational contexts that dynamically influence each other over time to shape students’ unique psychological realities of marginalization and, importantly, their acts of resistance. To build our argument, we first describe the utility of a culture cycle study of social class inequities. We then illustrate how a critical race culture cycle lens sharpens psychological investigations of these inequities. We offer cultural mismatch theory as an illustrative example for our argument and showcase how such a lens provokes a different set of research questions that attend to power, intersectionality, and resistance. Finally, we discuss how a critical race culture cycle lens offers new opportunities for theory and research in the study of social class inequities more broadly.

Social class researchers in social psychology have pushed the field to become more focused on and attentive to the critical role of sociocultural contexts. In this article, we label and articulate the key ingredients of the approach that many social psychological researchers have come to use: what we refer to as a social-class-in-context perspective. This perspective means attending to the contextual differences in resources that create social class differences in psychology and behavior. We also suggest some additional steps that researchers can take to become even more attentive to and responsive to the important role of contexts in creating social class. As a first step, we suggest the importance of adopting a definition of social class that directly explicates its relationship to similar constructs, such as power and status, and also links it to the contexts that produce it. Second, building on this definition of social class, we then describe the importance of taking a multi-level approach to understanding how different social class contexts shape psychology and behavior. Finally, we articulate the important implications and future directions that emerge from intentionally adopting this perspective.

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 essays; children whose fathers—and maternal grandfathers—had higher-status occupations were especially likely to write about this, as well as about interests in teaching, medicine, and the military. Children in lower class contexts were especially likely to write about making money, but also about family and daily responsibilities. We further found that—controlling for family background—children who wrote more about higher education and less about money-making tended to achieve education, status, and income.

Inequity in health and well-being is driven by systemic, political, and structural forces that, along with social factors, influence the allocation, access, and impact of health resources across communities based on religion, gender, caste, sexuality, and ability. Lesbian, gay, bisexual, transgender, intersex, queer/questioning, and plus (LGBTIQ+) communities, marginalized for subverting cis-gender norms, face heightened risks of poor health, well-being, and limited psycho-social, medical, and legal support. Understanding the challenges and triumphs of LGBTIQ+ individuals navigating oppressive and discriminatory legal, social, and structural forces can significantly contribute to improving their health and well-being. Additionally, such insights can inform public policy and legal structures to be more inclusive. This paper offers a commentary on the health and psycho-social well-being of LGBTIQ+ individuals, focusing on the systemic transitions in Russia, Turkey, Pakistan, and India. The unique, intersectional identities of queer individuals make them particularly vulnerable to stigma and discrimination. While Pakistan has laws to protect transgender rights and India has decriminalized same-sex behavior, LGBTIQ+ individuals in these countries still face discrimination in housing, careers, and healthcare, similar to the experiences in Turkey and Russia, where no legal protections exist. The paper emphasizes the need to view queer experiences through an intersectional lens, acknowledging that advancements in one area alone may not suffice to transform their experiences from marginalization to inclusion.

Schools serving diverse and low-income communities tend to have disproportionately high numbers of low-quality or inexperienced teachers, thereby creating an inequality of access to high-quality teaching. Across two pre-registered experiments and one exploratory survey (N_total = 956), we investigated the factors associated with trainee teachers’ bias in school choices, and the role of teacher education in mitigating this issue. In Studies 1 and 3, trainee teachers demonstrated a preference for working in a school with average (vs. diverse/low-income) demographics, even though all other aspects of the school were equal. These disparities were most pronounced when trainees more strongly believed that (a) educational inequality can be attributed to external factors; (b) intelligence is fixed, and (c) schooling is truly meritocratic. Study 2 revealed that levels of equity-related input during initial teacher education vary hugely, but that, where implemented, it may better prepare trainees for the challenges associated with teaching in diverse and low-income communities. Finally, Study 3 revealed tentative evidence to suggest that a brief intervention that challenges teachers to think beyond the internal causes of inequality could reduce some of these troubling disparities.

Due to the role that schools play in determining the status of the future occupations of their children (i.e., the selection function of education), high socioeconomic status (SES) parents may not always be supportive of interventions that would reduce the SES achievement gap. In four experiments, we measured the support of parents (N_total = 1966) for implementing an equalizing (and, in Experiments 2 and 3, an inequality-maintaining) intervention. In Experiments 1 and 2, a negative association between subjective SES and support for the equalizing intervention was found when the selection function was made salient, an effect that was also observed in Experiment 4 but only for Right-leaning participants. In Experiment 3, where the salience of selection was held constant, we found a negative association between subjective SES and support for the equalizing intervention, but not the inequality-maintaining intervention.

This paper offers a case study of the Life History of the Word Gap (WG) Story, the most prominent deficit discourse of the contemporary era. Mindful of mounting critiques of deficit thinking and informed by Bakhtinian theory, we seek to understand the Story's ascendance by interrogating its evolving historical context. Where did the Story begin, what fueled its circulation, what were its consequences, and how does it end? We found that implicit biases of class, race, and method converged with sociopolitical developments to create a thoroughly flawed but remarkably resilient WG Story. Heedless of history, structural inequalities, and contradictory evidence from other disciplines, the Story spread across American research, policy, and media, attaining the status of received wisdom and infiltrating schools. Ethnographic studies revealed that the Story stigmatizes poor youngsters, shapes teachers’ and peers’ perceptions, and creates discriminatory programs and practices. We conclude by addressing obstacles to imagining new stories.

Inequalities and discrimination based on gender identity, sexual orientation, and sex characteristics remain pervasive worldwide. Scholars have collaborated to address structural and social barriers in LGBTIQ+ research, creating a substantial literature base. However, much of this work focuses on specific segments of the population, overlooks resilience- and strengths-based approaches, and is predominantly conducted in the U.S. and other Western countries. In this introduction article, we discuss how this special issue extends previous research by uniting scholars globally to collaboratively reimagine the lens through which scientists conduct LGBTIQ+ research. By exploring diverging needs across subgroups of LGBTIQ+ people, discussing the (dis)advantages of various methodological choices, and offering a better understanding of how unique legal and social landscapes affect LGBTIQ+ individuals globally, this special issue aims to provide a comprehensive picture of the current state of research combined with concrete directions for redress. Given that barriers to conducting LGBTIQ+ research differ significantly by nation, we conclude this introductory article by calling for a research community that is more aware of unequal power dynamics within academia, willing to take action to reduce disparities in the global academic system, and inclusive of voices from underrepresented groups.