Goudeau Sébastien, Stephens Nicole M, Markus Hazel R, Darnon Céline, Croizet Jean-Claude, Cimpian Andrei
Centre de Recherches sur la Cognition et l'Apprentissage, Centre National de la Recherche Scientifique, Universite de Poitiers.
Kellogg School of Management, Northwestern University.
Psychol Rev. 2025 Mar;132(2):380-403. doi: 10.1037/rev0000473. Epub 2024 Jul 18.
Within psychology, the underachievement of students from working-class backgrounds has often been explained as a product of individual characteristics such as a lack of intelligence or motivation. Here, we propose an integrated model illustrating how contribute to social class disparities in education over and beyond individual characteristics. According to this new social class disparities in education are due to several mismatches between the experiences that students from working-class backgrounds bring with them to the classroom and those valued in academic contexts-specifically, mismatches between (a) academic contexts' culture of independence and the working-class orientation to interdependence, (b) academic contexts' culture of competition and the working-class orientation toward cooperation, (c) the knowledge valued in academic contexts and the knowledge developed through working-class socialization, and (d) the social identities valued in academic contexts and the negatively stereotyped social identities of students from working-class backgrounds. Because of these mismatches, students from working-class backgrounds are likely to experience discomfort and difficulty in the classroom. We further propose that, when attempting to make sense of these students and teachers rely on inherent characteristics (e.g., ability, motivation) more often than warranted; conversely, they overlook extrinsic, contextual factors. In turn, this explanatory bias toward inherent features leads (a) students from working-class backgrounds to experience self-threat and (b) their teachers to treat them unfairly. These magnify social class disparities in education. This integrated model has the potential to reshape research and discourse on social class and education. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
在心理学领域，来自工人阶级背景的学生学业成绩不佳常常被解释为个人特质的产物，比如缺乏智力或动力。在此，我们提出一个综合模型，来说明除个人特质之外，[此处原文缺失关键信息，无法准确翻译]如何导致教育中的社会阶层差异。根据这个新模型，教育中的社会阶层差异是由于来自工人阶级背景的学生带入课堂的经历与学术环境中所重视的经历之间存在几种不匹配造成的——具体而言，是以下几方面的不匹配：（a）学术环境中的独立文化与工人阶级的相互依赖取向；（b）学术环境中的竞争文化与工人阶级的合作取向；（c）学术环境中所重视的知识与通过工人阶级社会化发展起来的知识；（d）学术环境中所重视的社会身份与来自工人阶级背景的学生被负面刻板化的社会身份。由于这些不匹配，来自工人阶级背景的学生在课堂上可能会感到不适和困难。我们进一步提出，在试图理解这些情况时，学生和教师更多地依赖内在特质（如能力、动力），超出了合理范围；相反，他们忽视了外在的、情境性因素。反过来，这种对内在特征的解释性偏差导致（a）来自工人阶级背景的学生经历自我威胁，（b）他们的教师对他们不公平对待。这些情况加剧了教育中的社会阶层差异。这个综合模型有可能重塑关于社会阶层与教育的研究和论述。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
