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首页> 外文期刊>Journal of personality and social psychology >Unseen Disadvantage: How American Universities' Focus on Independence Undermines the Academic Performance of First-Generation College Students
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Unseen Disadvantage: How American Universities' Focus on Independence Undermines the Academic Performance of First-Generation College Students

机译：看不见的弊端：美国大学对独立性的关注如何破坏第一代大学生的学习成绩

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摘要

American universities increasingly admit first-generation college students whose parents do not have 4-year degrees. Once admitted, these students tend to struggle academically, compared with continuing-generation students-students who have at least 1 parent with a 4-year degree. We propose a cultural mismatch theory that identifies 1 important source of this social class achievement gap. Four studies test the hypothesis that first-generation students underperform because interdependent norms from their mostly working-class backgrounds constitute a mismatch with middle-class independent norms prevalent in universities. First, assessing university cultural norms, surveys of university administrators revealed that American universities focus primarily on norms of independence. Second, identifying the hypothesized cultural mismatch, a longitudinal survey revealed that universities' focus on independence does not match first-generation students' relatively interdependent motives for attending college and that this cultural mismatch is associated with lower grades. Finally, 2 experiments at both private and public universities created a match or mismatch for first-generation students and examined the performance consequences. Together these studies revealed that representing the university culture in terms of independence (i.e., paving one's own paths) rendered academic tasks difficult and, thereby, undermined first-generation students' performance. Conversely, representing the university culture in terms of interdependence (i.e., being part of a community) reduced this sense of difficulty and eliminated the performance gap without adverse consequences for continuing-generation students. These studies address the urgent need to recognize cultural obstacles that contribute to the social class achievement gap and to develop interventions to address them.
机译：美国大学越来越多地接受父母没有四年制学位的第一代大学生。与那些至少有一位父母拥有4年学位的后代学生相比，一旦被录取，这些学生往往在学业上会遇到困难。我们提出了一种文化失配理论，该理论确定了这一社会阶层成就差距的一个重要来源。四项研究检验了这样的假设：第一代学生表现不佳，因为来自大多数工人阶级背景的相互依存的规范与大学中普遍存在的中产阶级独立规范不匹配。首先，在评估大学文化规范时，对大学管理者的调查显示，美国大学主要关注独立规范。其次，在确定假设的文化不匹配之后，一项纵向调查显示，大学对独立性的关注与第一代学生上大学的相对相互依存的动机不匹配，并且这种文化不匹配与低年级有关。最后，私立和公立大学的2个实验为第一代学生创建了匹配项或不匹配项，并检查了性能结果。这些研究加在一起表明，以独立性（即铺平道路）来代表大学文化使学术任务变得困难，从而损害了第一代学生的表现。相反，以相互依存的方式代表大学文化（即成为社区的一部分）减少了这种困难感，消除了绩效差距，而对后代学生没有不利影响。这些研究解决了迫切需要认识到造成社会阶层成就差距的文化障碍并制定干预措施来解决这些障碍。

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