When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students

Autor/inn/en	Garriott, Patton O.; Ko, Shao-Jung; Grant, Sandra Bertram; Jessen, Mackenzie; Allan, Blake A.
Titel	When Race and Class Collide: Classism and Social-Emotional Experiences of First-Generation College Students
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 3, S.509-532 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garriott, Patton O.) ORCID (Ko, Shao-Jung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025121995483
Schlagwörter	Racism; Social Discrimination; Social Bias; Student Experience; First Generation College Students; Social Experience; Affective Behavior; Social Class; Intersectionality; Predictor Variables; Family School Relationship; Academic Achievement + Suchen Sie Ihr Suchwort? Rassismus; Soziale Benachteiligung; Soziale Schließung; Studienerfahrung; Soziale Erfahrung; Affective disturbance; Active behaviour; Affektive Störung; Social classes; Soziale Klasse; Prädiktor; Schulleistung
Abstract	Scholarship devoted to first-generation college students has increased rapidly over the past decade, with studies demonstrating first-generation students are systematically disadvantaged compared to their continuing-generation peers. Recently, scholars have critiqued the treatment of first-generation students as a monolith and encouraged complicating their experiences using intersectionality as an analytic tool. This study examined the association between institutional classism and students' social-emotional experiences in higher education, and how these relations vary based on sociorace, first-generation college student status, and subjective social status. In a sample (N = 742) of college students from two four-year public institutions, results showed that the strength of the association between institutional classism and social-emotional experiences varied at different intersections of first-generation status, sociorace, and subjective social status. These findings demonstrate the importance of contextualizing first-generation students' experiences and have implications for efforts to retain first-generation students in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01