High School Guidance Counselor Recommendations: The Role of Student Race,Socioeconomic Status,and Academic Performance

This study explored the relation between student characteristics and counselor recommendations. Based on a sample of 1,713 students, the results indicate that counselors recommended community colleges to students from lower socioeconomic status (SES) backgrounds more strongly than to students from higher SES backgrounds and recommended 4‐year institutions more to students from higher SES backgrounds than to students from lower SES backgrounds. White counselors were more likely to recommend admission‐related activities toward 2‐year colleges to White than to Black students. In addition, for upper‐class students, recommendations toward community college were stronger for Whites with low academic performance than for Blacks with low performance; the reverse was true for upper‐class students with strong academic performance. Areas for future research are identified.     

Middle class and marginal? Socioeconomic status, stigma, and self-regulation at an elite university

In four studies, the authors investigated the proposal that in the context of an elite university, individuals from relatively lower socioeconomic status (SES) backgrounds possess a stigmatized identity and, as such, experience (a) concerns regarding their academic fit and (b) self-regulatory depletion as a result of managing these concerns. Study 1, a correlational study, revealed the predicted associations between SES, concerns about academic fit, and self-regulatory strength. Results from Studies 2 and 3 suggested that self-presentation involving the academic domain is depleting for lower (but not higher) SES students: After a self-presentation task about academic achievement, lower SES students consumed more candy (Study 2) and exhibited poorer Stroop performance (Study 3) relative to their higher SES peers; in contrast, the groups did not differ after discussing a nonacademic topic (Study 3). Study 4 revealed the potential for eliminating the SES group difference in depletion via a social comparison manipulation. Taken together, these studies support the hypothesis that managing concerns about marginality can have deleterious consequences for self-regulatory resources.     

The Role of Socioeconomic Status in SAT-Grade Relationships and in College Admissions Decisions

This article examines the role of socioeconomic status (SES) in the relationships among college admissions-test scores, secondary school grades, and subsequent academic performance. Scores on the SAT (a test widely used in the admissions process in the United States), secondary school grades, college grades, and SES measures from 143,606 students at 110 colleges and universities were examined, and results of these analyses were compared with results obtained using a 41-school data set including scores from the prior version of the SAT and using University of California data from prior research on the role of SES. In all the data sets, the SAT showed incremental validity over secondary school grades in predicting subsequent academic performance, and this incremental relationship was not substantially affected by controlling for SES. The SES of enrolled students was very similar to that of specific schools' applicant pools, which suggests that the barrier to college for low-SES students in the United States is a lower rate of entering the college admissions process, rather than exclusion on the part of colleges.     

Relatedness of identities and emotional closeness with parents across and within cultures

Differences in emotional- and identity-relatedness with parents were explored across two cultural groups (863 university students from the USA and Turkey, representing individualist and collectivist societies, respectively) in Study 1 , and across two socioeconomic status (SES) groups (353 high school students from the upper and lower SES in Turkey) in Study 2 . In both studies, within-cultural differences in emotional- and identity-relatedness with parents were also explored in terms of: (i) self-directed and other-directed value orientations; and (ii) self-types, as suggested by the Balanced Integration-Differentiation Model. Results indicated cultural groups to be quite similar in emotional-relatedness, but to differ in relatedness of identities, with Turks reporting more related identities. Similarly, in Turkey, SES seemed to have more impact on identities than on emotional closeness, the lower SES adolescents reporting more relatedness with parents than upper SES adolescents. Thus, relatedness of identities appeared to be more important than emotional relatedness in differentiating between cultural and SES contexts. Results involving different self-types and value orientations pointed to both cross-cultural similarities and within-cultural diversity in the two domains of relatedness. Theoretical implications of cross- and within-culture differences in emotional- and identity-relatedness with parents are discussed.     

Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors

Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12–18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.     

Subjective socioeconomic status and departmental identity interact to reduce depressive tendencies and negative affective responding for female undergraduates

How do subjective socioeconomic status (SES) and departmental identity promote the mental health of female undergraduates? We conducted a questionnaire study (Study 1) and an experimental study (Study 2) with undergraduates enrolled in a women's junior college to examine whether subjective SES and group identity have an interactive effect on mental health. Results indicated that in participants with high subjective SES, increased identification with their reference in‐group (the academic department) was associated with a decreased tendency for depression (Study 1). These individuals also showed reduced negative affect when responding in situations of social exclusion (Study 2). These effects were absent, or had a reduced intensity in participants with low subjective SES. In sum, subjective SES and departmental identity interact to reduce depressive tendencies and negative affective responding for female undergraduates. Individuals with higher subjective SES may gain more benefits from group identity. We have discussed the implications of these findings.     

LGBTQ Adolescents’ Positive and Negative Emotions and Experiences in U.S. High Schools

In a national survey of more than 19,000 U.S. high school students, we compared how LGBTQ youth and their non-LGBTQ peers felt at school and how they perceived social and academic experiences. We examined differences in emotions and school experiences across gender identities, sexual identities, and their intersections. LGBTQ adolescents reported significantly more frequent negative emotions and bullying, consistent with previous research. LGBTQ students also reported less frequent experiences of positive emotions at school and less frequent positive school experiences (i.e., positive peer and teacher relationships, subjective task value, and persistence support). Students who were both gender and sexual identity minority reported the most frequent negative and least frequent positive experiences at school, compared to students who were neither a gender or sexual identity minority. Analyses of the intersection of gender and sexual identity showed that heterosexual male students experienced more frequent positive emotions and school experiences, and fewer negative emotions and bullying, compared to all other groups. We discuss how these differences might be addressed through school interventions and future research.     

The psychological benefit of future vividness in goal persistence: An illustrative case of the class of 2020 before & during COVID-19

Graduating during COVID-19, the Class of 2020 had difficulty pursuing their future goals. This research examined the likelihood of academic and career goal change early in the pandemic, disparities in persistence by socioeconomic status (SES), and how psychological resources mitigated goal change during the early stages of the pandemic. This 4-year study surveyed students in the Class of 2020 eight times from their first week in college (Fall 2016) to their last semester before graduation (Spring 2020; N = 115; 20% below middle SES, 80% middle SES or above). Even in the first weeks of COVID-19, a quarter of students changed goals. Lower SES students were less likely to persist in their post-graduation plans. Nevertheless, students who entered college with a vivid image of their future were more likely to have secured a graduate school or job prospect prior to COVID-19, and, in turn, were less likely to change goals.     

Identity status and academic achievement in female adolescents

Theories of Erikson and Marcia were applied to assess the relation between identity status and academic achievement in female adolescents. The differences in identity status between bright high achieving vs. underachieving students were ascertained separately for occupational planning, attitudes toward religion, and peer relations. It was hypothesized that the component of identity most closely linked to high achievement in school is having made commitments to certain goals and values. It was found instead that experiencing and working through crises in beliefs and values are more closely associated with successful academic achievement and formation of identity among adolescent girls than having made specific commitments to career or ideology.     

Theorizing multidimensional identity negotiation: reflections on the lived experiences of first-generation college students

Drawing from recent research on first-generation college (FGC) students, this chapter advances an interdisciplinary theoretical framework for understanding how these students enact multiple aspects of their personal, cultural, and social identities. I use dialectical and cross-cultural adaptation theories as a foundation to extend examinations of how diverse FGC students negotiate the alien culture of the academy against that of home. In this regard, college is situated as a pivotal point of development, and successful negotiation of identity tensions is represented as a key factor in academic success.     

The Effects of Physical Attractiveness,Race, Socioeconomic Status,and Gender of Defendants and Victims on Judgments of Mock Jurors: A Meta-Analysis1

A meta-analysis of experimental research on mock juror judgments was conducted to assess the effects of physical attractiveness, race, socioeconomic status (SES), and gender of both defendants and victims to test the theory that jurors use characteristics that are correlated with criminal behavior as cues to infer guilt and to recommend punishment. In general, it was advantageous for defendants to be physically attractive, female, and of high SES, although these advantages were nil for some crimes. There were no overall effects of race on mock jurors' judgments, but the effect of defendant race on punishment was strongly moderated by type of crime. Effects of victim characteristics on jurors' judgments were generally inconsequential, although defendants were at a disadvantage when the victim was female.     

Personal and social aspects of professional identity.: An extension of Marcia's identity status model applied to a sample of university students

The study proposed an extension of Marcia's identity status model based on validation of the Professional Identity Status Questionnaire (PISQ-5d), a scale able to measure both intra-individual and intergroup processes connected with the development of a professional identity in university students. The aims were to prove the construct validity of the PISQ-5d, to determine the appropriate number of identity statuses, and to assess the concurrent validity of the identity statuses considering both job-related and academic factors. In this study, 477 university students completed a questionnaire with the PISQ-5d scale; 220 also completed the measures of work values; and 168 completed the measures of student self-esteem and self-efficacy, academic motivation, and grades. Results confirmed the expected five-dimensional structure of the PISQ-5d and the scale's effectiveness at differentiating five types of identity status. Relationship between professional identity status and job-related and academic factors showed that the students with achievement or foreclosure identities had higher scores on measures of academic self-esteem and intrinsic work value and had lower scores for intention to leave university. Implications in terms of considering the PISQ-5d scale a useful tool for the evaluation of professional identity construction processes in university students will be discussed.     

Identity Continuity Protects Academic Performance,Retention, and Life Satisfaction among International Students

International students transitioning to university undergo dramatic changes in social identity, with a need to adapt to a new culture, language, environment, and way of living. This paper explores the impact of this social identity change on academic performance, academic retention, mental health, and life satisfaction. The Social Identity Model of Identity Change (SIMIC) predicts that during life transitions of this form, an individual’s group memberships and associated social identities can protect them from the negative effects of life change. This longitudinal study tested SIMIC among international students (N = 210) transitioning to study overseas, with data collected at three time points across a Foundation Year programme in a large Australian university. Consistent with SIMIC, continuity of social identities predicted higher academic performance and better life satisfaction, and indirectly predicted student retention over time.     

学校氛围与初中生学业成就:学业情绪的中介和未来取向的调节作用

采用问卷法对1243名初中生进行调查研究,考察了学业情绪在学校氛围与初中生学业成就间的中介效应,以及未来取向对这一中介过程的调节效应。结果发现,（1）在控制了性别、年级、社会经济地位后,学校氛围对学业成就具有正向预测作用;（2）积极低唤醒学业情绪和消极低唤醒学业情绪显著中介学校氛围与学业成就的关系;（3）未来取向显著调节学校氛围对初中生学业成绩的直接路径,以及通过积极低唤醒和消极低唤醒学业情绪影响学业成绩的间接路径;即学校氛围和积极低唤醒学业情绪对学业成绩的影响在低未来取向的青少年群体中更为强烈;而学校氛围对消极低唤醒学业情绪的影响在高未来取向的青少年群体中更为强烈。总之,在学校氛围影响初中生学业成就的过程中,既存在中介效应,又存在调节效应。实际干预时,可以通过改善初中生学业情绪提高初中生的学业成就,未来取向可以进一步调节该过程。     

Linking academic social environments, ego-identity formation, ego virtues, and academic success

This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.     

By your attributions you shall be known: Consequences of attributional accounts for professional and gender identities

We demonstrate the power of a situated identity perspective for understanding the different attributional patterns of women and men in an academic setting and their differential experiences in the workplace. Two explanations for the gender difference found in attributions of success are considered. This difference may be due either to different identities being attributed to men and women employing the same explanations for success and failure, or to the inconsistency between actions that confirm a professional (academic) identity and women's gender identity. The results of this survey of senior social science faculty men support the latter explanation but not the former. An editorial acceptance was seen as more professional but less feminine than a rejection. In the eyes of senior colleagues, the modest account of success, typical of women academics, enhances femininity but detracts from professionalism. The self-serving account typical of men makes the offerer appear less feminine but more professional. Thus in their situated identity claims, successful academic women, but not men, must choose between their professional and gender identities. Despite the movement of women into university social science positions, the role of academic has a masculine face.Order of authors was determined by a coin toss.     

Behavioral Goals for a Diverse Organization: The Effects of Attitudes, Social Norms, and Racial Identity for Asian Americans and Whites

This research identified 5 behaviors that may enhance the effectiveness of a diverse organization and used Fishbein and Ajzen's (1975) theory of reasoned action to identify predictors of these behaviors. Results from samples of White and Asian undergraduate students from 2 universities generally supported the Fishbein and Ajzen model. Attitudes and subjective norms were significant predictors of behavioral intentions when gender, race, and social desirability bias were controlled. Racial identity also had a significant, positive effect on attitudes toward diversity-related behaviors among the Asian American students, but no significant effect among Whites. These results supported our reasoning that members of historically excluded racial groups with strong racial identities will be most likely to welcome organizational attempts to become more pluralistic because pluralism means that their valued identities will be respected rather than repressed.     

Dyslexia,authorial identity,and approaches to learning and writing: A mixed methods study

Background. Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students’ approaches to writing. Aims. (1) To compare dyslexic and non‐dyslexic students’ authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non‐dyslexic students; (3) to explore dyslexic students’ understandings of authorship and beliefs about dyslexia, writing and plagiarism. Sample. Dyslexic (n= 31) and non‐dyslexic (n= 31) university students. Method. Questionnaire measures of self‐rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down, bottom‐up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Results. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non‐dyslexic students. Self‐rated knowledge to avoid plagiarism was associated with a top‐down approach to writing among dyslexic students and with a bottom‐up approach to writing among non‐dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Conclusions. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from specific interventions to increase confidence in writing and understanding of authorship. Further research could investigate how dyslexic students develop approaches to academic writing, and how that could be affected by perceived knowledge to avoid plagiarism.     

Effect of socioeconomic status on general and at-risk high school boys' willingness to accept same-sex peers with LD

Thirty-eight educationally successful and 33 educationally at-risk high school boys from varying SES backgrounds participated in a study to determine their willingness to allow same-sex peers with LD to participate in activities in the school, out-of-school, and both contexts. Kruskal Wallis One-way Analysis of Valance of Ranks results indicated that, regardless of academic designation, boys from low SES backgrounds were more willing than their counterparts to accept peers with LD. Significant differences among SES groups were found in several activities performed in the out-of-school contexts, especially those with emotional or cognitive connotations. Discussion addresses the importance of training classroom teachers and general education students in maintaining an inclusive environment.     

Collective school-type identity: predicting students' motivation beyond academic self-concept

In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school‐type identities for their students, irrespective of the students’ personal academic self‐concepts. We examine the extent to which collective school‐type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students’ collective school‐type identity makes a unique contribution beyond academic self‐concept and school track in predicting scholastic motivation. In two cross‐sectional studies a measure of collective school‐type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school‐type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school‐type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school‐type identity across school tracks and predict motivational outcomes. Results show large differences in collective school‐type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school‐type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self‐concept and school track.