Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Pr~ci~olo~~culR~~po~tr, 2008. 103. 882-892. C Ps)cholopical Reports 2008 SOCIOECONOMIC STEREOTYPES AhIONG UNDERGRADUATE COLLEGE STUDENTS Suiii/i2aq.-Classism. i.c. . socioeconomic stereothpes, prejudice, and disc rim in^. tion that college sruiienrs direcr ro\iard their peers. csan~ined. A sariiple of 53 un- dergraduate students 136 nonien and 1; nicn). ages 18 ro 22 years (11 = 19.0. SD= 1.21. IT-ere recruited from psychology couries. Utilizing a compurer-adminisrered qucs- tionnaire, participants were randomly assigned to rate a fictitious student a-hose family income \\-as specified as among rhe Ion-est or hlghest at the college. Upper Income tar- gets were rated as more sociable, judgmental, attractive. more likely to use alcohol and drugs. and more likely to belong to a fraternit! or sororit!. Lo\\.er Income targets \rere rated as inore likable, agreeable, conscientious, inteiligerit. creati\e, arid better able to maintain close friendships. Research dirccted ro\\.ard the middle class could help fill a gap in the classism literature. Research on ciassism in higher education could clarif! this potentially divisi~ e issue alllong undergraduares. Classism involves stereotypes. prejudice, and discrimination based on socioeconomic status. Classist stereotypes u~ould involve beliefs attributed to individuals given their membership in a socioeconomic status category, preju- dice would involve negative evaluations based on this membership, and dis- crimination would invo11.e a change in behavior directed toward individuals based on their socioeconomic status (Fiske. 1998: Lott, 2002). Most literature on classism has focused on the economic extremes of poverty and wealth (Stacey, Singer, & Rtchie. 1989: Orpen, 1991; Baron, Al- bright, & VIalloy, 1995; Kirby, 1999; Cozzarelli, 1Y1ilkinson, & Tagler, 2001; Johannesen-Schmidt & Eagly, 2002; Lott & Saxon. 2002; Luthar & Becker. 2002). The present study diverged by examining classism among middle- and upper-class students at a small, private, liberal arts college. Although socio- economic divisions exist on college campuses (Xstin & Oseguera, 2004), most college students do not come from lower income groups (Paulsen & St. John, 20021, consequently, stereotypes related to poverty may not be particu- larly salient when students are evaluating each other. However, classisln may surface when students make social distinctions between middle-class versus upper-class peers, as these are the economic divisions prevalent on campus. Although the present study did not address low income students, a re- view of the classisnl literature cannot ignore the preponderance of research on stereotypes. prejudice. and discrimination directed toward those strug- 'Address correspondence to Paul B. IIarris. Department ot Psychology. Rollins College. 1000 Holt A\-e., \Y'inter Park. rL 32789 or e-mail ~~harris@rollins.edui. DOT 10.24(7(~:PR0.103.3.882-8'12
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
SOCIOECOSOhIIC STATUS STEREOTYPES AT COLLEGE 883 gling with poverty (Stacey, et dl., 1989: Orpen, 1991: Baron, et nl., 1995: Kir- by, 1999; Cozzarelli. et al. . 2001; Johannesen-Schmidt & Eagly. 2002; Lott & Saxon, 2002: Luthar & Becker. 2002). This literature has indicated that ste-
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 11


This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online