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The college experience: Exploring the relationships among student socioeconomic background, experiences of classism, and adjustment to college.

机译：大学经历：探讨学生的社会经济背景，分类经验和大学适应之间的关系。

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摘要

The purpose of this study was to investigate the relationships between (1) student Socioeconomic (SES) background and adjustment to college, (2) SES background and experiences of classism and (3) experiences of classism and adjustment to college. It was predicted that (1) students from low-SES backgrounds would be less well adjusted than their peers from higher-SES backgrounds, (2) students from low-SES backgrounds would report higher levels of experiences of classism than higher-SES peers and (3) experiences of classism at college would be negatively related to overall adjustment to college. Study participants were first year college students from a large Midwestern University.;The data was analyzed using multiple SES variables as predictors in exploratory regression modeling with multiple criterion variables related to college adjustment, and experiences of classism. Correlational analyses were used to examine the relationship between experiences of classism and adjustment to college.;The results of the study indicate that students from low-SES backgrounds are less well adjusted academically and personal-emotionally, as well as having less attachment to their university than their peers from higher-SES backgrounds. However no relationship was found between SES and overall adjustment to college and although a relationship was found between social adjustment and SES, the direction of that relationship cannot be determined. Additionally, the results indicate that students from low-SES backgrounds were more likely to report experiencing all three types of classism (institutional, citational, and interpersonal via discounting) than were their peers from higher-SES backgrounds. Finally, students who reported experiencing institutional or interpersonal via discounting types of classism were associated with lower levels of overall adjustment to college while no relationship was found between citational classism and overall adjustment to college. The implications and limitations of this study as well as directions for future research will be discussed.
机译：这项研究的目的是调查（1）学生社会经济（SES）背景和大学适应之间的关系，（2）SES背景和分类主义经验与（3）分类主义和大学适应经验之间的关系。预计（1）来自SES较低背景的学生比来自SES较高背景的学生的适应性差；（2）来自SES较低背景的学生将比较高SES的学生报告更高的分类经验。 （3）大学的分类主义经验与大学的整体适应性呈负相关。研究参与者是来自中西部大型大学的一年级大学生。；在探索性回归建模中，使用多个SES变量作为预测因子，并与大学调整和分类经验相关的多个标准变量，对数据进行了分析。相关分析被用来检验分类经验与大学适应之间的关系。研究结果表明，来自低SES背景的学生在学术和个人情感上的适应性较差，对大学的依恋程度也较低高于具有较高SES背景的同龄人。但是，SES与大学总体适应之间没有发现关系，尽管社会适应与SES之间存在关系，但这种关系的方向无法确定。此外，结果表明，与来自高SES背景的同龄人相比，来自低SES背景的学生更有可能报告经历了所有三种类型的分类主义（机构性，引用性和人际关系打折）。最后，那些通过打折类型的分类主义经历了机构或人际交往的学生与大学整体适应水平较低相关，而引文分类主义与大学整体适应之间没有关系。将讨论本研究的意义和局限性以及未来研究的方向。

著录项

  • 作者

    Backhaus, Autumn Loreene.;

  • 作者单位

    The University of Nebraska - Lincoln.;

  • 授予单位 The University of Nebraska - Lincoln.;
  • 学科 Psychology Social.;Education Higher.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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