Social class and wellbeing among staff and students in higher education settings: Mapping the problem and exploring underlying mechanisms.
Within Higher Education (HE), staff and students from lower social class backgrounds often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent...
| Publicado en: | Journal of Applied Social Psychology Vol. 51; no. 10; pp. 965 - 987 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=152949789&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 152949789 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219029 JAV jtl: Journal of Applied Social Psychology issn: 00219029 maglogo: Y pubinfo: dt: Oct2021 vid: 51 iid: 10 pid: 480 pub: Wiley-Blackwell artinfo: ui: 152949789 10.1111/jasp.12814 ppf: 965 ppct: 22 formats: tig: atl: Social class and wellbeing among staff and students in higher education settings: Mapping the problem and exploring underlying mechanisms. aug: au: Dougall, Isla Weick, Mario Vasiljevic, Milica affil: Department of Psychology, Durham University, Durham, UK su: Social classes Well-being Higher education Mental health of college students Mental health of college administrators Mental health of college teachers sug: subj: Social classes Well-being Higher education Mental health of college students Administration of Education Programs Mental health of college administrators Mental health of college teachers ab: Within Higher Education (HE), staff and students from lower social class backgrounds often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these psychosocial needs within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these psychosocial needs contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalizations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with psychosocial needs to impact the wellbeing of staff and students within HE. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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