Identity, socioeconomic status, and well-being: Does positively identifying with a group buffer the negative effect of low SES on well-being?

身份、社会经济地位和福祉：积极认同某个群体是否可以缓冲低社会经济地位对福祉的负面影响？

• 批准号: ES/K003534/1
• 负责人: Antony Manstead
• 金额: $ 10.75万
• 依托单位: CARDIFF UNIVERSITY
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2013
• 资助国家: 英国
• 起止时间: 2013 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FK003534%2F1
• 关键词: Identity; socioeconomic; status; well; being

People's level of formal education has a large influence on their status in society. In contrast to status assignment based on gender or on social background of parents, education is seen as a personal responsibility and the resulting status hierarchy could be seen as legitimately based on individual achievement. As a consequence, less educated people occupy a low status position for which they are seen as personally responsible. In this project we will investigate the psychological consequences this has for the well-being of less educated people. In particular, we think that group identity (or the lack thereof) plays a crucial role in explaining the lower levels of well-being among the less educated.Social groups that are excluded or stigmatized can buffer the negative effects on well-being by identifying with their group and building a positive group identity. The problem for less educated people is that they are likely to have difficulty in constructing a positive group identity because (1) education is seen to be based on individual merit and therefore as legitimate, (2) what defines the group is the very factor that defines social status, that is, the lack of education, and (3) it is difficult to construct a positive identity around a negative attribute such as lack of education. We predict that less educated people will have lower average well-being, but that there are two things that might buffer or nullify this effect. First, if less educated people perceive the class or educational system to be illegitimate, this means that they reject personal responsibility for their own situation. Second, if less educated people identify strongly with their own class (which is likely to be facilitated by the perceived illegitimacy of the class system) this creates the potential for a positive group identity. Both of these mechanisms could reinstate the buffering function of a positive group identity. We will investigate these issues using existing survey data from the UK and from an international survey. Several editions from the annual British Social Attitudes survey contain information about how illegitimate people perceive the class system to be and about their identification with the class to which they belong. The British Household Panel Survey contains similar information, but has collected this information at four different moments (between 1991 and 2005) from the same individuals. The International Social Survey Programme also contains similar information but for a wide range of countries, thus giving an international dimension to the analyses. All these data will be used to test the predicted relations between being less educated, perceived legitimacy, group identification, and well-being. In addition to the dissemination of results via scientific journals and conferences, we will work closely with organisations such as the Sutton Trust and the Joseph Rowntree Foundation in order to achieve maximum impact.

人们的正规教育水平对其社会地位有很大影响。与基于性别或父母社会背景的地位分配相反，教育被视为个人责任，由此产生的地位等级可以被视为合理地基于个人成就。结果，受教育程度较低的人地位较低，而他们被认为对此负有个人责任。在这个项目中，我们将调查这对受教育程度较低的人的福祉产生的心理影响。特别是，我们认为群体认同（或缺乏群体认同）在解释受教育程度较低的人的福祉水平较低方面发挥着至关重要的作用。被排除或污名化的社会群体可以通过认同他们的群体并建立积极的群体认同来缓冲对福祉的负面影响。受教育程度较低的人面临的问题是，他们可能难以构建积极的群体身份，因为（1）教育被视为基于个人优点，因此是合法的；（2）定义群体的正是定义社会地位的因素，即缺乏教育；（3）很难围绕缺乏教育等负面属性构建积极的身份。我们预测，受教育程度较低的人的平均幸福感较低，但有两件事可能会缓冲或消除这种影响。首先，如果受教育程度较低的人认为阶级或教育制度不合法，这意味着他们拒绝对自己的处境承担个人责任。其次，如果受教育程度较低的人对自己的阶级有强烈的认同（这可能是由于阶级制度被认为是非法的），这就创造了积极的群体认同的潜力。这两种机制都可以恢复积极群体认同的缓冲功能。我们将使用来自英国和国际调查的现有调查数据来调查这些问题。年度英国社会态度调查的多个版本包含有关非法人如何看待阶级制度以及他们对所属阶级的认同的信息。英国家庭追踪调查包含类似的信息，但这些信息是在四个不同时刻（1991 年至 2005 年）从同一个人收集的。国际社会调查计划也包含类似的信息，但针对广泛的国家，从而为分析提供了国际维度。所有这些数据将用于测试受教育程度较低、感知合法性、群体认同和幸福感之间的预测关系。除了通过科学期刊和会议传播成果之外，我们还将与萨顿信托基金和约瑟夫·朗特里基金会等组织密切合作，以实现最大的影响。

项目成果

Life at Both Ends of the Ladder: Education-Based Identification and Its Association With Well-Being and Social Attitudes.

• DOI: 10.1177/0146167215594122
• 发表时间: 2015-09
• 期刊: Personality & social psychology bulletin
• 影响因子: 4
• 作者: Kuppens T;Easterbrook MJ;Spears R;Manstead AS
• 通讯作者: Manstead AS

The Education Effect: Higher Educational Qualifications are Robustly Associated with Beneficial Personal and Socio-political Outcomes

• DOI: 10.1007/s11205-015-0946-1
• 发表时间: 2016-04-01
• 期刊: SOCIAL INDICATORS RESEARCH
• 影响因子: 3.1
• 作者: Easterbrook, Matthew J.;Kuppens, Toon;Manstead, Antony S. R.
• 通讯作者: Manstead, Antony S. R.