Summary The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour - PMC www.ncbi.nlm.nih.gov
14,555 words - text document - View text document
One Line
Social class influences self-perception, thinking patterns, and actions, with lower-class individuals exhibiting more interdependence and empathy, while higher-class individuals tend to display unethical behaviors, and education plays a role in these class-based differences.
Slides
Slide Presentation (15 slides)
Key Points
- Social class shapes individuals' self-construal, with lower-class individuals developing an "interdependent" self-concept and middle-class individuals cultivating a more "expressive independent" self
- Lower-class individuals exhibit greater situational attributions and threat vigilance compared to their middle-class counterparts
- Lower-class individuals demonstrate greater empathy and are more likely to help others in distress, while higher-class individuals exhibit more unethical decision-making tendencies
- The selective nature of higher education and the mismatch between working-class norms and the prevailing independent norms of elite institutions create barriers for working-class students
- Addressing class-based disparities requires redistributive policies to break the cycle of deprivation and provide more equitable opportunities
Summaries
23 word summary
Social class impacts self-concept, cognition, and behavior. Lower-class exhibit interdependence, situational attributions, and empathy. Higher-class demonstrate unethical tendencies. Education contributes to class differences.
38 word summary
Social class shapes self-concept, social cognition, and behavior. Lower-class individuals exhibit interdependence, situational attributions, and empathy, while middle-class individuals cultivate independence. Higher-class individuals demonstrate unethical tendencies. Education contributes to class differences, but most people prefer greater economic equality.
125 word summary
Social class profoundly shapes individuals' thoughts, feelings, and behaviors. Lower-class individuals tend to develop an "interdependent" self-concept, while middle-class individuals cultivate a more "expressive independent" self. These divergent self-views influence social cognition, with lower-class individuals exhibiting greater situational attributions and threat vigilance. Prejudice also varies by social class, with the working class often stereotyped as more prejudiced due to economic threat. Lower-class individuals demonstrate greater empathy and are more likely to help others in distress, while higher-class individuals exhibit more unethical decision-making tendencies. The selective nature of higher education also contributes to these class differences, as working-class students often feel out of place in elite universities. However, there is reason for optimism, as studies show that most people express a preference for greater economic equality.
354 word summary
The psychology of social class examines how socioeconomic status (SES) profoundly shapes individuals' thoughts, feelings, and behaviors. Research has shown that social class is a key component of personal identity, with those of higher SES placing greater importance on SES-related identities.
The contexts of home, school, and work foster distinct self-construals based on social class. Lower-class individuals tend to develop an "interdependent" self-concept, while middle-class individuals cultivate a more "expressive independent" self. These divergent self-views influence social cognition, with lower-class individuals exhibiting greater situational attributions and threat vigilance.
Prejudice also varies by social class. While the working class is often stereotyped as more prejudiced, this is driven by economic threat. Highly educated individuals also express prejudice towards immigrant groups when they are described as highly educated and thus pose an economic threat.
In the domain of emotion and prosocial behavior, lower-class individuals demonstrate greater empathy and are more likely to help others in distress. However, the relationship between social class and prosocial behavior is moderated by factors such as whether the context is public or private. Higher-class individuals are more likely to act prosocially in public settings, potentially driven by a desire for social approval and pride.
Conversely, higher-class individuals exhibit more unethical decision-making tendencies, such as taking valued goods from others, lying, and cheating. This selfishness appears to be rooted in a stronger focus on the self and reduced concern for others' welfare, especially in contexts of high economic inequality.
The selective nature of higher education (HE) also contributes to these class differences. Working-class students often feel out of place in elite universities, perceiving a mismatch between their social background and the identity associated with being a student at such institutions. This perceived incompatibility deters many working-class students from applying, even if they are academically capable.
Despite the evidence of a cycle of disadvantage, there is reason for optimism. Studies show that most people, including the wealthy and politically conservative, express a preference for greater economic equality. Interventions that reduce the tendency to overestimate income mobility and alter framing of inequality have been shown to increase support for policies aimed at reducing inequality.
561 word summary
The psychology of social class examines how socioeconomic status (SES) profoundly shapes individuals' thoughts, feelings, and behaviors. Research has shown that social class is a key component of personal identity, with those of higher SES placing greater importance on SES-related identities compared to those of lower SES.
The contexts of home, school, and work foster distinct self-construals based on social class. Lower-class individuals tend to develop an "interdependent" self-concept, characterized by a focus on external constraints and situational factors. In contrast, middle-class individuals cultivate a more "expressive independent" self, oriented towards internal states and personal goals. These divergent self-views influence social cognition, with lower-class individuals exhibiting greater situational attributions and threat vigilance.
Prejudice also varies by social class. While the working class is often stereotyped as more prejudiced, research suggests this is driven by economic threat. Highly educated individuals also express prejudice towards immigrant groups when they are described as highly educated and thus pose an economic threat. Ideological factors, such as right-wing authoritarianism and social dominance orientation, help explain the link between lower social class and greater prejudice.
In the domain of emotion and prosocial behavior, lower-class individuals demonstrate greater empathy and are more likely to help others in distress. This may stem from their more interdependent self-construal and greater sensitivity to contextual factors. However, the relationship between social class and prosocial behavior is moderated by factors such as whether the context is public or private. Higher-class individuals are more likely to act prosocially in public settings, potentially driven by a desire for social approval and pride.
Conversely, higher-class individuals exhibit more unethical decision-making tendencies, such as taking valued goods from others, lying, and cheating. This selfishness appears to be rooted in a stronger focus on the self and reduced concern for others' welfare, especially in contexts of high economic inequality.
The selective nature of higher education (HE) also contributes to these class differences. Working-class students often feel out of place in elite, research-intensive universities, perceiving a mismatch between their social background and the identity associated with being a student at such institutions. This perceived incompatibility with the university environment deters many working-class students from applying, even if they are academically capable.
For those working-class students who do gain entry to high-status universities, they often experience a "cultural mismatch" between their interdependent norms and the prevailing independent norms of the institution. This mismatch can lead to greater discomfort and poorer academic performance.
Similar processes likely occur in high-status workplaces, where middle-class values and practices may make working-class employees feel out of place, both in the application and selection process and in daily interactions.
Despite the evidence of a cycle of disadvantage, there is reason for optimism. Studies show that most people, including the wealthy and politically conservative, express a preference for greater economic equality than currently exists. Interventions that reduce the tendency to overestimate income mobility and alter framing of inequality have been shown to increase support for policies aimed at reducing inequality.
In conclusion, the psychology of social class highlights the profound and multifaceted ways in which socioeconomic status shapes human thoughts, feelings, and behaviors. Understanding these dynamics is crucial for addressing issues of inequality, social mobility, and the psychological barriers that perpetuate class-based disparities. By recognizing the complex interplay between individual, social, and structural factors, researchers and policymakers can work towards creating a more equitable and inclusive society.
1622 word summary
Social class has a significant impact on individuals' thought processes, emotions, and behaviors. Research shows that socioeconomic status (SES) is an important component of personal identity, with those of higher SES placing greater importance on SES-related identities compared to those of lower SES.
The contexts of home, school, and work shape distinct self-construals based on social class. Lower-class individuals tend to develop an "interdependent" self-concept, characterized by a focus on external constraints and situational factors. In contrast, middle-class individuals cultivate a more "expressive independent" self, oriented towards internal states and personal goals. These divergent self-views influence social cognition, with lower-class individuals exhibiting greater situational attributions and threat vigilance compared to their middle-class counterparts.
Prejudice also varies by social class. While the working class is often stereotyped as more prejudiced, research suggests this is driven by economic threat. Highly educated individuals also express prejudice towards immigrant groups when they are described as highly educated and thus pose an economic threat. Ideological factors, such as right-wing authoritarianism and social dominance orientation, help explain the link between lower social class and greater prejudice.
In the domain of emotion and prosocial behavior, lower-class individuals demonstrate greater empathy and are more likely to help others in distress. This may stem from their more interdependent self-construal and greater sensitivity to contextual factors. However, the relationship between social class and prosocial behavior is moderated by factors such as whether the context is public or private. Higher-class individuals are more likely to act prosocially in public settings, potentially driven by a desire for social approval and pride.
Conversely, higher-class individuals exhibit more unethical decision-making tendencies, such as taking valued goods from others, lying, and cheating. This selfishness appears to be rooted in a stronger focus on the self and reduced concern for others' welfare, especially in contexts of high economic inequality. In low inequality areas, higher-income individuals may actually be more generous than their lower-income counterparts.
Overall, the research highlights how the material conditions and social contexts associated with different social classes shape individuals' self-concepts, social cognition, emotions, and behaviors. These class-based differences have important implications for social mobility and inequality. The prevalence of middle-class norms and values in prestigious educational and occupational settings creates institutional barriers that make it less likely for working-class individuals to access and succeed in these environments. Addressing these class-based disparities will require redistributive policies to break the cycle of deprivation and provide more equitable opportunities.
The psychology of social class: How socioeconomic status impacts thought, feelings, and behaviour
Socioeconomic status (SES) has a profound influence on how individuals construe themselves and their social environments. Those from working-class backgrounds tend to perceive the environment as more threatening and less malleable compared to their middle- and upper-class counterparts.
These differences in self-construal and interpersonal relations translate into distinct social emotions and behaviours. Working-class individuals are less likely to engage in prosocial behaviour, especially when it is not public in nature, in contexts of high economic inequality. This may be due to a sense of entitlement or a motivation to justify their privileged position among higher-class individuals.
The selective nature of higher education (HE) also contributes to these class differences. Working-class students often feel out of place in elite, research-intensive universities, perceiving a mismatch between their social background and the identity associated with being a student at such institutions. This perceived incompatibility with the university environment deters many working-class students from applying, even if they are academically capable.
For those working-class students who do gain entry to high-status universities, they often experience a "cultural mismatch" between their interdependent norms and the prevailing independent norms of the institution. This mismatch can lead to greater discomfort and poorer academic performance.
Similar processes likely occur in high-status workplaces, where middle-class values and practices may make working-class employees feel out of place, both in the application and selection process and in daily interactions.
An integrative model is proposed to explain how differences in material conditions generate social class differences in social cognition, emotion, and behaviour. This model highlights the moderating roles of ideology and economic inequality/threat, which may vary across cultural contexts.
Despite the evidence of a cycle of disadvantage, there is reason for optimism. Studies show that most people, including the wealthy and politically conservative, express a preference for greater economic equality than currently exists. Factors such as beliefs about social mobility and perceptions of one's own social rank influence support for redistributive policies.
Interventions that reduce the tendency to overestimate income mobility and alter framing of inequality have been shown to increase support for policies aimed at reducing inequality. This suggests that, with the right conditions, even those in traditionally anti-government intervention societies may support government action to address economic inequality.
In conclusion, the material circumstances of individuals have a profound impact on their psychological experiences, which in turn perpetuate social class differences and hinder social mobility. Addressing this cycle of disadvantage requires substantial pressure for social change, including redistributive policies to create greater economic equality.
The psychology of social class examines how socioeconomic status (SES) impacts thoughts, feelings, and behaviors. Research has found that social class shapes various psychological processes, including perceptions of social mobility, prosocial behavior, and emotional intelligence.
Individuals from lower-SES backgrounds tend to have a more external locus of control and attribute their outcomes to external factors, rather than their own efforts. This can lead to a greater sense of system justification among the disadvantaged, as they seek to rationalize existing inequalities. In contrast, higher-SES individuals often overestimate social mobility and believe that success is primarily due to individual merit.
Social class also influences prosocial behavior. Studies have shown that lower-class individuals tend to be more generous and helpful, especially in public contexts, while higher-class individuals are more likely to behave unethically and less generously, particularly when their status is salient. This may be due to differences in resource scarcity, social orientation, and the need to maintain a sense of independence and control.
Furthermore, social class shapes emotional intelligence and empathic accuracy. Lower-SES individuals have been found to be more attuned to contextual cues and better able to accurately infer others' emotional states, likely due to the need to navigate complex social environments. In contrast, higher-SES individuals tend to be more self-focused and less sensitive to the emotional experiences of others.
The impact of social class extends beyond individual-level processes and can also influence broader societal attitudes and beliefs. For example, research has shown that higher levels of economic inequality lead higher-income individuals to be less generous, as they may perceive the poor as a threat to their status and resources.
Additionally, social class shapes educational and occupational aspirations and outcomes. Working-class students often face significant barriers in accessing and succeeding in higher education, due to factors such as limited financial resources, cultural capital, and a perceived lack of fit with the university environment. This can contribute to the perpetuation of social class-based inequalities.
Importantly, the effects of social class are not fixed or deterministic. Individuals can engage in "identity work" to navigate the boundaries between social classes and challenge the status quo. For instance, some working-class university students develop strategies to manage the tensions between their family background and the middle-class culture of higher education.
In conclusion, the psychology of social class highlights the profound and multifaceted ways in which socioeconomic status shapes human thoughts, feelings, and behaviors. Understanding these dynamics is crucial for addressing issues of inequality, social mobility, and the psychological barriers that perpetuate class-based disparities. By recognizing the complex interplay between individual, social, and structural factors, researchers and policymakers can work towards creating a more equitable and inclusive society.
The psychology of social class examines how socioeconomic status (SES) impacts thought, feelings, and behavior. Research has shown that exposure to rising inequality shapes Americans' beliefs about opportunity and policy support. Individuals from lower-SES backgrounds often face unequal access to higher education due to social identity factors. Studies have found that higher social class is associated with increased unethical behavior, while lower-SES individuals tend to exhibit more prosocial behavior.
The home, school, and work environments shape how individuals from different social classes construct their self-concept. Working-class students often feel like "strangers in paradise" when attending elite universities, as the independent cultural model prevalent in higher education clashes with their more interdependent self-construal. This mismatch can undermine the academic performance of first-generation college students.
Social class also influences social cognition and attitudes. Higher-SES individuals are more likely to endorse system-justifying beliefs that rationalize existing inequalities. In contrast, lower-SES groups may be more prone to collective action tendencies driven by group-based anger and a sense of efficacy. However, some research suggests that beliefs in meritocracy can serve as a system-justifying tool for low-status students.
Emotions and prosocial behavior also vary by social class. Studies have found that lower-class individuals exhibit more empathy and compassion, donating more of their limited resources to others. Conversely, higher-class individuals tend to display more unethical behavior, such as increased cheating and taking valuable resources from others.
The dynamics of social class also play out in universities and workplaces. Elite professional service firms often engage in "cultural matching" when hiring, favoring applicants who share the dominant cultural capital. This can perpetuate the underrepresentation of working-class individuals in prestigious occupations. Efforts to foster a sense of belonging and fit for students from diverse backgrounds may help address these disparities.
In conclusion, the psychology of social class highlights how socioeconomic status shapes individuals' self-construal, social cognition, emotions, and behaviors across various contexts. Recognizing these class-based differences is crucial for promoting greater equity and social change. Addressing the systemic barriers faced by lower-SES individuals and fostering more inclusive environments in education and the workforce can help create a more just and equitable society.