Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education
Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education
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DOI：
10.1177/0963721420901588
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发表时间：
2020-02-19
影响因子：
7.2
通讯作者：
Destin, Mesmin
中科院分区：
文献类型：
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作者：
Destin, Mesmin
越来越多的心理学研究有助于理解复杂的社会问题，包括学术成果中的社会经济差异。在基本层面上，几项研究表明，社会经济资源和机会塑造了青少年和青年时期学生的身份，特别强调了他们如何想象未来的生活。这些未来的身份，反过来，影响学生如何从事学校的任务和应对学术困难。这些连接社会经济资源，身份和学术成果的基本见解的影响是最有意义的，当考虑在不同层次的社会背景的影响，围绕学生。一系列研究表明，同龄人，家长，教师和教育机构作为一个整体，可以有针对性地利用，以支持学生的身份和成果。这种与不同层次背景的深入接触可以补充和推进现有的强调个人层面干预的策略，以促进心理科学朝着更大的影响力和意义的方向发展。
A growing amount of psychological research contributes to the understanding of complex social issues, including socioeconomic disparities in academic outcomes. At a basic level, several studies demonstrate the ways that socioeconomic resources and opportunities shape the identities of students during adolescence and young adulthood, particularly emphasizing how they imagine their lives in the future. These future identities, in turn, affect how students engage in school tasks and respond to academic difficulty. The implications of these basic insights connecting socioeconomic resources, identity, and academic outcomes are most meaningful when considered within various levels of social-contextual influence that surround students. A collection of studies demonstrates how peers, parents, teachers, and educational institutions as a whole can be targeted and leveraged to support student identities and outcomes. This deepened engagement with various levels of context can complement and advance the existing emphasis on individual-level intervention as a strategy to contribute to the progress of psychological science toward greater influence and significance.