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Does university students' attachment to their social class background promote their expectations of moving up the social class hierarchy?

机译：大学生对社会阶层背景的依恋会提升他们对提升社会阶层等级的期望吗？

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Research on social class in higher education indicates that students with a lower social class background are less integrated in the university setting (Rubin, 2012), haveudpoorer academic outcomes (e.g., Walpole, 2003), and lower expectations of social mobility (Jetten et al., 2008). The novelty of the present research is that students’ socialudclass background was conceptualized in terms of a collective identity (Ashmore et al., 2004) that may have beneficial consequences. The present research demonstrated that university students’ social class background is a meaningful aspect of the self involving attachment (a sense of belonging to one’s class background), private regard(feeling good about one’s class background), and public regard (perceptions of how much others value one’s class background). On the basis of attachment theory (Mikulincer & Shaver, 2007), it was theorized that students’ attachment to their social class background is a psychological resource that promotes exploration and success, which would be reflected in their greater integration in the university milieu and their greater expectations of upward class mobility via their studies. As expected, in Study 1(N = 959), working and middle class students’ greater attachment to their class background was associated with greater belonging in the student community as well as with greater expectations of upward mobility. Attachment to one’s class background was distinct from private and public regard for one’s class background, as well as from attachment to parents and friends, and from perceived support from parents. In Studies 2 and 3 (total N = 298), the salience of attachment to and private regard for one’s class background were manipulated. As expected, students in the attachment condition reported greater expectations of mobility relative to students in the private regard condition. The findingsudare discussed with regards to prior research on social class, the social identity model of identity change, and the origins of attachment to one’s social class background.
机译：高等教育中的社会阶层研究表明，社会阶层背景较低的学生在大学环境中的融入程度较低（Rubin，2012），学业成绩较差（例如，Walpole，2003），对社会流动性的期望较低（Jetten）等人，2008）。本研究的新颖之处在于，根据集体身份（Ashmore等人，2004）对学生的社会 udclass背景进行了概念化，这可能会产生有益的后果。本研究表明，大学生的社会阶级背景是自我的一个有意义的方面，包括依恋（一种属于自己的阶级背景的感觉），私人的态度（对一个阶级的背景感觉良好）和公众的关注（对多少钱的看法）。其他人重视自己的阶级背景）。根据依恋理论（Mikulincer＆Shaver，2007），理论上认为，学生对社会阶层背景的依恋是促进探索和成功的心理资源，这将反映在他们与大学环境和他们的更大融合中。通过他们的学习，对上层阶级流动性有了更高的期望。正如预期的那样，在研究1（N = 959）中，在职和中产阶级学生对课堂背景的更大依恋与在学生社区中的更大归属以及对向上流动性的更高期望有关。对一个班级背景的依恋不同于对一个班级背景的私人和公共关注，对父母和朋友的依恋，以及父母的支持感。在研究2和3（总N = 298）中，对依附和对个人的班级背景的私下关注显着。不出所料，依恋状况的学生相对于私立状况的学生对流动性的期望更高。人们对有关社会阶级的先前研究，身份变化的社会认同模型以及对一个社会阶级背景的依恋的起源进行了讨论。

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    Tabri Nassim;

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