Social class and wellbeing among staff and students in higher education settings: Mapping the problem and exploring underlying mechanisms

Dougall, Isla; Weick, Mario; Vasiljevic, Milica

doi:10.1111/jasp.12814

Cited by 3 publications

(3 citation statements)

References 108 publications

(158 reference statements)

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“…Whilst the relationship between SES and perceived worth was significant, the association between perceived worth and mental health and wellbeing was non-significant in our model. This extends and qualifies previous research that has suggested the fulfilment of perceived worth as an explanation for socioeconomic disparities in mental health and wellbeing among university students [ 21 , 24 ]. Given that the addition of competence is the key feature differentiating the present research from previous work, we suggest that, in the present sample, competence accounts for some of the association between perceived worth and mental health and wellbeing.…”

Section: Discussionsupporting

confidence: 88%

“…In a large cross-sectional sample of university students, we found evidence of socioeconomic inequalities in mental health and wellbeing, whereby subjective SES was associated with positive ( r = .30, p < .001) and negative ( r = -.16, p < .001) mental health and wellbeing. Socioeconomic inequalities in mental health and wellbeing are well established among the general population [ 14 ], and previous research suggests socioeconomic disparities are also found within university student populations [ 8 , 24 ]. The present research replicates these findings and extends previous work as it distinguishes between positive ( e .…”

Section: Discussionmentioning

confidence: 99%

“…Research examining these factors in parallel in HE settings suggests that perceived control, inclusion, and perceived worth uniquely and jointly contribute to socioeconomic inequalities in mental health and wellbeing. Put simply, relative to their higher SES peers, students with lower SES report feeling less in control, less liked, and less respected, and this in turn may be detrimental for their mental health and wellbeing [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

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Socioeconomic inequalities in mental health and wellbeing among UK students during the COVID-19 pandemic: Clarifying underlying mechanisms

Dougall,

Vasiljevic,

Kutlaca

et al. 2023

PLoS ONE

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Universities are seeing growing numbers of students with poor mental health and wellbeing. Given that lower socioeconomic status (SES) students typically have poorer mental health and wellbeing than their peers, this may be, in part, caused by an increase in the number of students attending university from lower SES backgrounds. However, less is known about how socioeconomic inequalities in mental health and wellbeing persist within university communities. Research investigating psychosocial factors that contribute to socioeconomic disparities in mental health and wellbeing suggests perceived control, inclusion, and perceived worth to be important underlying mechanisms. However, another strand of research suggests perceived competence may also play a mediating role in this relationship. Consequently, the present research seeks to examine fulfilment of perceived control, inclusion, perceived worth, and competence needs as potential mediators in the relationship between subjective SES and mental health and wellbeing in university students. Below, we report the results of a cross-sectional survey conducted among university students (n = 811) in the UK during a period of COVID-19 restrictions. In line with prior research, we found evidence of socioeconomic inequalities in mental health and wellbeing among students. Further, we found subjective SES predicted perceptions of control, inclusion, and competence. In turn, perceived control and competence predicted both positive and negative mental health and wellbeing, whilst inclusion predicted positive mental health and wellbeing only. Unexpectedly, we found no evidence that perceived worth acts as a mediator in this relationship, independently of perceived control, inclusion, and competence. As academic institutions continue to pursue policies to ‘widen participation’, they also have a responsibility to understand how socioeconomic inequalities in mental health and wellbeing are perpetuated within the university community. Research in this area marks a first step to improve socioeconomic equality within Higher Education.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Socioeconomic inequalities in mental health and wellbeing among UK students during the COVID-19 pandemic: Clarifying underlying mechanisms

Dougall,

Vasiljevic,

Kutlaca

et al. 2023

PLoS ONE

Self Cite

View full text Add to dashboard Cite

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Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover

Frings,

Albery,

Wood

2024

Soc Psychol Educ

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Academic staff experience high levels of work-related stress and poor mental health. As a result, many institutions face high staff turnover. These outcomes may be driven by complex and, at times, apparently oppositional objectives academics need to meet around research and teaching. These factors may present both practical and social identity-based incompatibilities. The current study tested the role of these incompatibilities upon mental well-being and turnover. A sample of 141 UK resident academics completed scales measuring levels of social identification with being an academic, an educator and a researcher, identity based and practical incompatibility, mental health, experience of the workplace and turnover intention. No direct links were found between practical incompatibility and outcomes. However, higher identity incompatibility was related to poorer mental health. Identity incompatibility was also related to turnover intention, mediated by both mental health and workplace experience. Contrary to predictions, these effects were not moderated by identity difference or identity strength. The current findings present evidence that role-based incompatibilities have both practical and identity-based foundations and highlight important caveats to the benefits of multiple identities on well-being observed in other domains. The findings also suggest practical steps through which complex occupational roles can be best structured to improve mental health and reduce turnover.

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“I Don’t Even Talk About It”: Applying Ray’s Theory of Racialized Organizations to Class Stratification in Academia

Rowe-Nicholls,

Lee,

Hurst

et al. 2024

Sociological Focus

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Social class and wellbeing among staff and students in higher education settings: Mapping the problem and exploring underlying mechanisms

Cited by 3 publications

References 108 publications

Socioeconomic inequalities in mental health and wellbeing among UK students during the COVID-19 pandemic: Clarifying underlying mechanisms

Socioeconomic inequalities in mental health and wellbeing among UK students during the COVID-19 pandemic: Clarifying underlying mechanisms

Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover

“I Don’t Even Talk About It”: Applying Ray’s Theory of Racialized Organizations to Class Stratification in Academia

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