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46.085-9 - Educational Attainment and the Social Class Divide: Sociopsychological Barriers to Equality and Justice
Sat, April 18, 8:15 to 9:45am, Hyatt, Floor: East Tower - Purple Level, Riverside EastSession Type: Roundtable Session
Abstract
Several international studies show that social class remains a major predictor of educational attainment in most industrialized countries, notwithstanding several decades of social movements to redress inequalities. This symposium aims to bring together new research on how social class impacts educational attainment by focusing on the socio-psychological barriers that disadvantaged (first-generation, low-SES, immigrant) students face in educational settings, and the implications of these barriers for the educational attainment of disadvantaged students. The discussion of this research may help identifying the mechanisms responsible for class disparities, as well as potential methods and interventions that may help closing the gap.
Sub Unit
Chair
Papers
School's Selection Function and the Social Class Divide: School Tracking as a Tool to Reproduce Social Class Inequalities - Anatolia Batruch, University of Lausanne; Frédérique Autin, Universite de Poitiers; Fabrizio Butera, University of Lausanne
A Focus on Mastery in the Assessment Process Favors Low-Socioeconomic-Status Students' Educational Attainment at University - Annique Smeding, Savoie Mont Blanc University; Celine Darnon, Clermont University
Long Walk to Apprenticeship: When Peripheral Byways Become the Successful Ones - Gaële Goastellec, University of Lausanne; Guillaume Ruiz, University of Lausanne
The Impact of Family Support and Identity Compatibility on First-Generation College Student Performance - Rebecca Covarrubias, University of California - Santa Cruz; Chad Forbes, University of Delaware
Closing the Social Class Achievement Gap in Undergraduate Biology Courses With Values Affirmation Interventions - Judith Harackiewicz, University of Wisconsin; Yoi Tibbetts, University of Wisconsin; Elizabeth Ann Canning, University of Wisconsin - Madison; Janet S. Hyde, University of Wisconsin - Madison