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首页> 外文期刊>Journal of cross-cultural psychology >Integrated Social Class Identities Improve Academic Performance, Well-Being, and Workplace Satisfaction
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Integrated Social Class Identities Improve Academic Performance, Well-Being, and Workplace Satisfaction

机译：综合社会阶层身份改善了学术表现，福祉和工作场所满意度

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Biculturalism has typically been used as a framework to understand the experiences of people who move to new societies or who have multiple ethnic identities; we argue that first-generation college (FGC) students can also be thought of as bicultural as a function of social class. FGC students undergo adjustment to the middle-class culture of universities and face challenges negotiating different cultural identities. The present research demonstrated that FGC students are more likely to identify as bicultural and experience dissonance between home and school (Study 1), that integrated social class identities are linked to positive outcomes for FGC students during (Study 2) and after college (Study 3), and that these effects are due in part to reduced acculturative stress (Study 4). These findings suggest that integrating different class identities may be key to the success of FGC students.
机译：除了用于了解搬到新社会或拥有多种民族身份的人的经验，通常被用作框架; 我们认为第一代学院（FGC）学生也可以被视为作为社会阶层的功能的文化。 FGC学生对大学中产阶级文化进行调整，面临谈判不同文化身份的面临挑战。 目前的研究表明，FGC学生更有可能在家庭和学校（学习1）之间识别作为犯罪，并且在学校（学习1）之间的不和谐，而综合社会阶层身份与FGC学生（学习2）和大学后的积极成果相关联（研究3 ），并且这些效果部分是由于减少的缩进压力（研究4）。 这些发现表明，整合不同的类别标识可能是FGC学生成功的关键。

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