The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality
The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality
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DOI：
10.1111/josi.12202
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发表时间：
2017-03-01
影响因子：
3.9
通讯作者：
Darnon, Celine
中科院分区：
文献类型：
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作者：
Jury, Mickael;Smeding, Annique;Darnon, Celine
大衰退的经济衰退增加了对大学学位的需求，这可以提高个人在竞争激烈的全球化市场中获得就业的前景。社会科学的研究一直表明，与社会经济地位高的学生相比，社会经济地位低的学生在大学环境中取得成功的机会较少。本文综述了低社会经济地位学生在高等教育中所面临的心理障碍，与高社会经济地位学生相比。因此，我们首先回顾了低SES学生在大学环境中所面临的心理障碍（在情感体验，身份管理，自我认知和动机方面）。其次，我们强调了大学环境在产生和再现这些心理障碍方面所起的作用，以及在低SES学生和高SES学生之间观察到的表现差距。最后，我们提出了三个心理干预的例子，可以潜在地提高学业成绩和低SES学生的经验质量，从而可以被认为是改变的方法。
The economic decline of the Great Recession has increased the need for a university degree, which can enhance individuals' prospects of obtaining employment in a competitive, globalized market. Research in the social sciences has consistently demonstrated that students with low socioeconomic status (SES) have fewer opportunities to succeed in university contexts compared to students with high SES. The present article reviews the psychological barriers faced by low-SES students in higher education compared to high-SES students. Accordingly, we first review the psychological barriers faced by low-SES students in university contexts (in terms of emotional experiences, identity management, self-perception, and motivation). Second, we highlight the role that university contexts play in producing and reproducing these psychological barriers, as well as the performance gap observed between low- and high-SES students. Finally, we present three examples of psychological interventions that can potentially increase both the academic achievement and the quality of low-SES students' experience and thus may be considered as methods for change.