Social class and academic achievement in college: The interplay of rejection sensitivity and entity beliefs

Journal of Personality and Social Psychology

Volumn 107, Issue 1, 2014, Pages 101-121

  Rheinschmidt, Michelle L ^a   Mendoza Denton, Rodolfo ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Academic achievement; Entity versus incremental implicit theories; Higher education; Rejection sensitivity; Social class

Indexed keywords

ACHIEVEMENT; ADULT; ATTITUDE; EDUCATION; FEMALE; HUMAN; MALE; PSYCHOLOGY; SOCIAL CLASS; STUDENT; UNIVERSITY; YOUNG ADULT;

ACHIEVEMENT; ADULT; ATTITUDE; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; MALE; REJECTION (PSYCHOLOGY); SOCIAL CLASS; STUDENTS; UNIVERSITIES; YOUNG ADULT;

EID: 84902992845     PISSN: 00223514     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0036553     Document Type: Article

References (78)

1. Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358-372. doi:10.1037/0033-295X.96.2.358
2. Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R. (2000). Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy, White women. Health Psychology, 19, 586-592. doi:10.1037/0278-6133.19.6.586
3. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
4. Alvarez, L., & Kolker, K. (Producers). (2001). People like us: Social class in America [Documentary]. Washington, DC: WETA, Public Broadcasting Service.
5. Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125. doi:10.1006/jesp.2001.1491
6. Ayduk, O., Downey, G., & Kim, M. (2001). Rejection sensitivity and depressive symptoms in women. Personality and Social Psychology Bulletin, 27, 868-877. doi:10.1177/0146167201277009
7. Bailey, M. J., & Dynarski, S. M. (2011). Gains and gaps: Changing inequality in U.S. college entry and completion (NBER Working Paper 17633). Cambridge, MA: National Bureau of Economic Research.
8. Beck, A. T., Steer, R. A., & Garbin, M. G. (1988). Psychometric properties of the Beck Depression Inventory: Twenty-five years of evaluation. Clinical Psychology Review, 8, 77-100. doi:10.1016/0272-7358(88)90050-5
9. Bowlby, J. (1969). Attachment and loss: Vol. I. Attachment. New York, NY: Basic Books.
10. Bowlby, J. (1973). Attachment and loss: Vol. II. Separation: Anxiety and anger. New York, NY: Basic Books.
11. Bowlby, J. (1980). Attachment and loss: Vol. III. Loss: Sadness and depression. New York, NY: Basic Books.
12. Carnevale, A. P., & Rose, S. J. (2004). Socioeconomic status, race/ethnicity, and selective college admissions. In R. D. Kahlenberg (Ed.), America's untapped resource: Low-income students in higher education (pp. 101-156). New York, NY: Century Foundation Press.
13. Carnoy, M., & Levin, H. M. (1985). Schooling and work in the democratic state. Stanford, CA: Stanford University Press.
14. Chan, W., & Mendoza-Denton, R. (2008). Status-based rejection sensitivity among Asian Americans: Implications for psychological distress. Journal of Personality, 76, 1317-1346. doi:10.1111/j.1467-6494.2008.00522.x
15. Chen, E., & Matthews, K. A. (2001). Cognitive appraisal biases: An approach to understanding the relation between socioeconomic status and cardiovascular reactivity in children. Annals of Behavioral Medicine, 23, 101-111. doi:10.1207/S15324796ABM2302_4
16. Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73, 19-30. doi:10.1037/0022-3514.73.1.19
17. Croizet, J. C., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588-594. doi:10.1177/0146167298246003
18. Cuddy, A. J., Fiske, S. T., & Glick, P. (2008). Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map. Advances in Experimental Social Psychology, 40, 61-149. doi:10.1016/S0065-2601(07)00002-0
19. Destin, M., & Oyserman, D. (2009). From assets to school outcomes: How finances shape children's perceived possibilities and intentions. Psychological Science, 20, 414-418. doi:10.1111/j.1467-9280.2009.02309.x
20. DeVellis, R. F. (2011). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage.
21. Downey, G., & Feldman, S. I. (1996). Implications of rejection sensitivity for intimate relationships. Journal of Personality and Social Psychology, 70, 1327-1343. doi:10.1037/0022-3514.70.6.1327
22. Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.
23. Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267-285. doi:10.1207/s15327965pli0604_1
24. Feather, N. T. (1982). Expectations and actions: Expectancy-value models in psychology. Hillsdale, NJ: Erlbaum.
25. Fiske, S. T., Cuddy, A. J. C., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. Journal of Personality and Social Psychology, 82, 878-902. doi:10.1037/0022-3514.82.6.878
26. Goldman-Flythe, M. (2013). Two sides of the same xoin? Behavioral and cognitive responses to social rejection on the basis of higher and lower socioeconomic status (Unpublished doctoral dissertation). University of California, Berkeley.
27. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662. doi:10.1016/j.appdev.2003.09.002
28. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553. doi:10.1037/0022-3514.85.3.541
29. Grossmann, I., & Varnum, M. E. W. (2011). Social class, culture, and cognition. Social Psychological & Personality Science, 2, 81-89. doi:10.1177/1948550610377119
30. Haines, M. E., Norris, M. P., & Kashy, D. A. (1996). The effects of depressed mood on academic performance in college students. Journal of College Student Development, 37, 519-526.
31. Heller, D. E. (2004). Pell Grant recipients in selective colleges and universities. In R. Kahlenberg (Ed.), America's untapped resource: Lowincome students in higher education (pp. 157-166). New York, NY:Century Foundation Press.
32. Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599. doi:10.1037/0022-3514.77.3.588
33. Hong, Y., Chiu, C., Dweck, C. S., & Sacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33, 296-323. doi:10.1006/jesp.1996.1324
34. Housel, T. H., & Harvey, V. L. (2009). The invisibility factor: Administrators and faculty reach out to first-generation college students. Boca Raton, FL: Brown Walker Press.
35. Irwin, J. R., & McClelland, G. H. (2003). Negative consequences of dichotomizing continuous predictor variables. Journal of Marketing Research, 40, 366-371. doi:10.1509/jmkr.40.3.366.19237
36. John-Henderson, N. A., Rheinschmidt, M. L., Mendoza-Denton, R., & Francis, D. D. (2014). Performance and inflammation outcomes are predicted by different facets of SES under stereotype threat. Social Psychological & Personality Science, 5, 301-309. doi:10.1177/1948550613494226
37. Johnson, S. E., Richeson, J. A., & Finkel, E. J. (2011). Middle class and marginal? The influence of socioeconomic status on the self-regulatory resources of students at an elite university. Journal of Personality and Social Psychology, 100, 838-852. doi:10.1037/a0021956
38. Kang, S. K., & Chasteen, A. L. (2009). The development and validation of the Age-Based Rejection Sensitivity Questionnaire. Gerontologist, 49, 303-316. doi:10.1093/geront/gnp035
39. Kaufman, J. (2001, June 8). Campus currency: At elite universities, a culture of money highlights class divide. Wall Street Journal, pp. A1-A6.
40. Kraus, M. W., Horberg, E. J., Goetz, J. L., & Keltner, D. (2011). Social class rank, threat vigilance, and hostile reactivity. Personality and Social Psychology Bulletin, 37, 1376-1388. doi:10.1177/0146167211410987
41. Kraus, M. W., & Keltner, D. (2009). Signs of socioeconomic status: A thin-slicing approach. Psychological Science, 20, 99-106. doi:10.1111/j.1467-9280.2008.02251.x
42. Kraus, M. W., Piff, P. K., & Keltner, D. (2009). Social class, sense of control, and social explanation. Journal of Personality and Social Psychology, 97, 992-1004. doi:10.1037/a0016357
43. Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119, 546-572. doi:10.1037/a0028756
44. Kraus, M. W., Rheinschmidt, M. L., & Piff, P. K. (2012). The intersection of rank and resources: Signaling social class in face-to-face encounters. In S. T. Fiske & H. R. Markus (Eds.), Facing social class: How societal rank influences interaction (pp. 152-172). New York, NY: Russell Sage Foundation.
45. Langhout, R. D., Drake, P., & Rosselli, F. (2009). Classism in the university setting: Examining student antecedents and outcomes. Journal of Diversity in Higher Education, 2, 166-181. doi:10.1037/a0016209
46. Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
47. Lazerson, M. (2010). Higher education and the American dream: Success and its discontents. Budapest, Hungary: Central European University Press.
48. Levy, S. R., Chiu, C., & Hong, Y. (2006). Lay theories and intergroup relations. Group Processes & Intergroup Relations, 9, 5-24. doi:10.1177/1368430206059855
49. Levy, S. R., Stroessner, S. J., & Dweck, C. S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74, 1421-1436. doi:10.1037/0022-3514.74.6.1421
50. London, B., Downey, G., Romero-Canyas, R., Rattan, A., & Tyson, D. (2012). Gender-based rejection sensitivity and academic self-silencing in women. Journal of Personality and Social Psychology, 102, 961-979. doi:10.1037/a0026615
51. Major, B., Spencer, S., Schmader, T., Wolfe, C., & Crocker, J. (1998). Coping with negative stereotypes about intellectual performance: The role of psychological disengagement. Personality and Social Psychology Bulletin, 24, 34-50. doi:10.1177/0146167298241003
52. Martinez, A. G., & Mendoza-Denton, R. (2011). The prospect of plasticity:Malleability views of group differences and their implications for intellectual achievement, mental/behavioral health, and public policy. Social Issues and Policy Review, 5, 137-159. doi:10.1111/j.1751-2409.2011.01028.x
53. Mendoza-Denton, R., Downey, G., Purdie, V. J., Davis, A., & Pietrzak, J. (2002). Sensitivity to status-based rejection: Implications for African American students' college experience. Journal of Personality and Social Psychology, 83, 896-918. doi:10.1037/0022-3514.83.4.896
54. Mendoza-Denton, R., & Mischel, W. (2007). Integrating system approaches to culture and personality: The cultural cognitive-affective processing system (C-CAPS). In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 175-195). New York, NY: Guilford Press.
55. Mendoza-Denton, R., & Page-Gould, E. (2008). Can cross-group friendships influence minority students' well-being at historically White universities? Psychological Science, 19, 933-939. doi:10.1111/j.1467-9280.2008.02179.x
56. Mendoza-Denton, R., Pietrzak, J., & Downey, G. (2008). Distinguishing institutional identification from academic goal pursuit: Interactive effects of ethnic identification and race-based rejection sensitivity. Journal of Personality and Social Psychology, 95, 338-351. doi:10.1037/0022-3514.95.2.338
57. Metcalfe, J., & Mischel, W. (1999). A hot/cool system analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 3-19. doi:10.1037/0033-295X.106.1.3
58. Ostrove, J. M. (2003). Belonging and wanting: Meanings of social class background for women's constructions of their college experiences. Journal of Social Issues, 59, 771-784. doi:10.1046/j.0022-4537.2003.00089.x
59. Ostrove, J. M., & Long, S. M. (2007). Social class and belonging: Implications for college adjustment. Review of Higher Education, 30, 363-389. doi:10.1353/rhe.2007.0028
60. Pachankis, J. E., Goldfried, M. R., & Ramrattan, M. E. (2008). Extension of the rejection sensitivity construct to the interpersonal functioning of gay men. Journal of Consulting and Clinical Psychology, 76, 306-317. doi:10.1037/0022-006X.76.2.306
61. Pew Research Center. (2012). Values about economic inequality and individual opportunity. In Partisan polarization surges in Bush, Obama years (Section 3). Retrieved from http://www.people-press.org/2012/06/04/section-3-valuesabout- economic-inequality-and-individual-opportunity/
62. Piff, P. K., Kraus, M. W., Côté, S., Cheng, B., & Keltner, D. (2010). Having less, giving more: The influence of social class on prosocial behavior. Journal of Personality and Social Psychology, 99, 771-784. doi:10.1037/a0020092
63. Rubin, M. (2012). Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research. Journal of Diversity in Higher Education, 5, 22-38. doi:10.1037/a0026162
64. Salili, F., Chiu, C., & Hong, Y. (Eds.). (2001). Student motivation: The culture and context of learning. New York, NY: Kluwer Academic.
65. Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and selfesteem):A re-evaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063-1078. doi:10.1037/0022-3514.67.6.1063
66. Schmader, T., & Johns, M. (2003). Converging evidence that stereotype threat reduces working memory capacity. Journal of Personality and Social Psychology, 85, 440-452. doi:10.1037/0022-3514.85.3.440
67. Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356. doi:10.1037/0033-295X.115.2.336
68. Snibbe, A. C., & Markus, H. R. (2005). You can't always get what you want:Educational attainment, agency, and choice. Journal of Personality and Social Psychology, 88, 703-720. doi:10.1037/0022-3514.88.4.703
69. Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28. doi:10.1006/jesp.1998.1373
70. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811. doi:10.1037/0022-3514.69.5.797
71. Steele, C. M., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. Advances in Experimental Social Psychology, 34, 379-440. doi:10.1016/S0065-2601(02)80009-0
72. Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities' focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178-1197. doi:10.1037/a0027143
73. Stephens, N. M., Townsend, S. S. M., Markus, H. R., & Phillips, T. (2012). A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students. Journal of Experimental Social Psychology, 48, 1389-1393. doi:10.1016/j.jesp.2012.07.008
74. Varnum, M. E., Na, J., Murata, A., & Kitayama, S. (2012). Social class differences in N400 indicate differences in spontaneous trait inference. Journal of Experimental Psychology: General, 141, 518-526. doi:10.1037/a0026104
75. Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82-96. doi:10.1037/0022-3514.92.1.82
76. Walton, G. M., & Cohen, G. L. (2011, March 28). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447-1451. doi:10.1126/science.1198364
77. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. doi:10.1037/0033-295X.92.4.548
78. Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer.