Integrating Social Class Into Vocational Psychology

Diemer, Matthew A.; Ali, Saba Rasheed

doi:10.1177/1069072708330462

Cited by 136 publications

(154 citation statements)

References 48 publications

(114 reference statements)

Supporting

Mentioning

146

Contrasting

Unclassified

Order By: Relevance

“…Some scholars have criticized traditional SES indicators based on parents' education, occupation, and income as failing to capture the psychological aspects of social class (e.g., Diemer & Ali 2009, Fouad & Brown 2000. They have argued that measures of perceived social status will account for more variance in vocational and educational outcomes than do traditional indicators.…”

Section: Socioeconomic Status and Occupational Attainmentmentioning

confidence: 99%

Vocational Psychology: Agency, Equity, and Well-Being

Brown

Lent

2016

Annu. Rev. Psychol.

155

110

View full text Add to dashboard Cite

The present review organizes the vocational psychology literature published between 2007 and 2014 into three overarching themes: Promoting (a) agency in career development, (b) equity in the work force, and (c) well-being in work and educational settings. Research on career adaptability, self-efficacy beliefs, and work volition is reviewed in the agency section, with the goal of delineating variables that promote or constrain the exercise of personal agency in academic and occupational pursuits. The equity theme covers research on social class and race/ethnicity in career development; entry and retention of women and people of color in science, technology, engineering, and math (STEM) fields; and the career service needs of survivors of domestic violence and of criminal offenders. The goal was to explore how greater equity in the work force could be promoted for these groups. In the well-being section, we review research on hedonic (work, educational, and life satisfaction) and eudaimonic (career calling, meaning, engagement, and commitment) variables, with the goal of understanding how well-being might be promoted at school and at work. Future research needs related to each theme are also discussed.

show abstract

Section: Socioeconomic Status and Occupational Attainmentmentioning

confidence: 99%

Vocational Psychology: Agency, Equity, and Well-Being

Brown

Lent

2016

Annu. Rev. Psychol.

155

110

View full text Add to dashboard Cite

show abstract

“…But recently and especially inside the field of psychology, research has proposed that social class is not limited to these objective measures of socioeconomic status but instead may also comprise individuals' perception of social standing compared with others in society [1,26,66,69,[72][73][74]. This alternative measure of social class is highly subjective and may indeed differ from the position one would expect on the basis of socioeconomic indicators [75] and, thus, might show different effects on prosociality.…”

Section: Possible Moderators Of the Negative Effectmentioning

confidence: 99%

A Large Scale Test of the Effect of Social Class on Prosocial Behavior

Korndörfer

Egloff²,

Schmukle

2015

SSRN Journal

View full text Add to dashboard Cite

Does being from a higher social class lead a person to engage in more or less prosocial behavior? Psychological research has recently provided support for a negative effect of social class on prosocial behavior. However, research outside the field of psychology has mainly found evidence for positive or u-shaped relations. In the present research, we therefore thoroughly examined the effect of social class on prosocial behavior. Moreover, we analyzed whether this effect was moderated by the kind of observed prosocial behavior, the observed country, and the measure of social class. Across eight studies with large and representative international samples, we predominantly found positive effects of social class on prosociality: Higher class individuals were more likely to make a charitable donation and contribute a higher percentage of their family income to charity (32,090 ! N ! 3,957; Studies 1-3), were more likely to volunteer (37,136 !N ! 3,964; Studies 4-6), were more helpful (N = 3,902; Study 7), and were more trusting and trustworthy in an economic game when interacting with a stranger (N = 1,421; Study 8) than lower social class individuals. Although the effects of social class varied somewhat across the kinds of prosocial behavior, countries, and measures of social class, under no condition did we find the negative effect that would have been expected on the basis of previous results reported in the psychological literature. Possible explanations for this divergence and implications are discussed.

show abstract

“…Income does not adequately represent economic affluence and wealth more accurately measures the access to economic resources than income (Diemer & Ali, 2009). Other studies that examined the association of socioeconomic status with child development also used additional measures of material wealth and family affluence.…”

Section: Indicators Of Ses and Other Sociodemographic Characteristicsmentioning

confidence: 99%

Ramifications of socioeconomic differences for three year old children and their families in Turkey

Akçınar

2015

Early Childhood Research Quarterly

View full text Add to dashboard Cite

Integrating Social Class Into Vocational Psychology

Cited by 136 publications

References 48 publications

Vocational Psychology: Agency, Equity, and Well-Being

Vocational Psychology: Agency, Equity, and Well-Being

A Large Scale Test of the Effect of Social Class on Prosocial Behavior

Ramifications of socioeconomic differences for three year old children and their families in Turkey

Contact Info

Product

Resources

About