Social class differences in social integration among students in higher education: a meta-analysis and recommendations for future research.

By Mark Rubin. 2012

154 citations recorded by the source corpus.

A meta-analysis of 35 studies found that social class (socioeconomic status) is related to social integration among students in higher education: Working-class students are less integrated than middle-class students. This relation generalized across students’ gender and year of study, as well as type of social class measure (parental education and parental income). However, type of social integration measure was a significant moderator. In particular, the social subscale of the Student Adaptation to College Questionnaire obtained the largest effect (r .18, p .001). Significant effects were also found using measures of the sense of belonging and participation in formal and informal social activities. Future research in this area should use multidimensional measures of social integration and investigate potential mediators of the social class-social integration relation.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/8aaed464e9561c06430fa5246a13de5657e0d2a7

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Citations in the corpus

Re‐Establishing the Social‐Class Order: Restorative Reactions against High‐Achieving, Low‐SES Pupils (2017, background): “Additionally, a few investigations have examined the backlash behaviors toward low-status group members who defy their usual social position, with a focus on gender hierarchy (Rudman et al., 2012).”
“I Am Working-Class” (2014, background): “In particular, researchers have found that working-class and low-SES students are less likely to obtain good grades, complete their degrees, and feel socially integrated at their university (for meta-analytic evidence, see Robbins et al., 2004; Rubin, 2012a).”
The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality (2017, background): “…regularly report feeling like they “do not belong” in the college context (Harackiewicz et al., 2014; Ostrove & Long, 2007; Pittman & Richmond, 2007; Rubin, 2012; Soria & Stebleton, 2013) and are particularly prone to experience “imposter syndrome” (i.e., the feeling that they do not truly…”
Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “After students enroll, colleges could bolster their sense of being part of the community by helping them to develop friendships (Rubin, 2012).”