Suchergebnisse

Hearts and minds, East and West -- A spin through the culture cycle -- Women are from earth, men are from earth: gender cultures -- Color lines: cultures of race and ethnicity -- Class acts: socioeconomic cultures -- States of mind: U.S. regional cultures -- Getting religion: faith cultures -- Love's labour's lost: workplace cultures -- The economic equator: cultures of the global north and south -- Self-made: the culture of you

Intro -- Title Page -- Copyright -- Dedication -- Contents -- Introduction: Culture Trouble -- Chapter 1. Hearts and Minds, East and West -- Chapter 2. A Spin through the Culture Cycle -- Chapter 3. Women Are from Earth, Men Are from Earth -- Chapter 4. Color Lines -- Chapter 5. Class Acts -- Chapter 6. States of Mind -- Chapter 7. Getting Religion -- Chapter 8. Love's Labour's Lost -- Chapter 9. The Economic Equator -- Chapter 10. Self-Made -- Acknowledgments -- Notes -- Index.

Significance A new era of international development aspires to increase the dignity and capabilities of people in poverty. Yet narratives accompanying aid often reinforce stigmatizing views of those in poverty as deficient in their circumstances or ability. We find that typical deficit-focused narratives risk undermining the very goals of aid—to empower recipients to pursue their goals and experience dignity rather than shame. In contrast, narratives crafted to counter stigma and leverage culturally resonant forms of agency enhance recipients' beliefs in themselves and investment in their skills, without reducing donor support. As models of agency differ across sociocultural contexts, program designers need tools for identifying effective narratives. We present "local forecasting" as a particularly efficient methodology for this need.

Contents -- Contributors -- 1. Introduction: A Wide-Angle Lens on the Psychology of Social Class by Hazel Rose Markus and Susan T. Fiske -- Part 1. Pervasive Ideas and Social Class -- 2. Sociological Perspectives on the Face-to-Face Enactment of Class Distinction by Paul DiMaggio -- 3. The Class Culture Gap by Joan C. Williams -- Part 2. Institutions and Social Class -- 4. Class, Cultural Capital, and Institutions: The Case of Families and Schools by Annette Lareau and Jessica McCrory Calarco

Social Psychology, Twelfth Edition, engages students with the dynamic field of social psychology, encouraging exploration of personal passions-from sports to politics-while providing insights into the scientific principles that underpin daily interactions and behaviors, dispelling misconceptions, and demonstrating social psychology's real-world relevance

AbstractIn this article, we approach the relationship between neoliberalism and psychological science from the theoretical perspective of cultural psychology. In the first section, we trace how engagement with neoliberal systems results in characteristic tendencies—including a radical abstraction of self from social and material context, an entrepreneurial understanding of self as an ongoing development project, an imperative for personal growth and fulfillment, and an emphasis on affect management for self‐regulation—that increasingly constitute the knowledge base of mainstream psychological science. However, as we consider in the second section, psychological science is not just an observer of neoliberalism and its impact on psychological experience. Instead, by studying psychological processes independent of cultural–ecological or historical context and by championing individual growth and affective regulation as the key to optimal well‐being, psychological scientists reproduce and reinforce the influence and authority of neoliberal systems. Rather than a disinterested bystander, hegemonic forms of psychological science are thoroughly implicated in the neoliberal project.

Social class disparities in higher education between working‐class students (i.e., students who are low income and/or do not have parents with four‐year college degrees) and middle‐class students (i.e., students who are high income and/or have at least one parent with a four year‐degree) are on the rise. There is an urgent need for interventions, or changes to universities' ideas and practices, to increase working‐class students' access to and performance in higher education. The current article identifies key factors that characterize successful interventions aimed at reducing social class disparities, and proposes additional interventions that have the potential to improve working‐class students' chances of college success. As we propose in the article, effective interventions must first address key individual and structural factors that can create barriers to students' college success. At the same time, interventions should also fortify school‐relevant selves, or increase students' sense that the pursuit of a college degree is central to "who I am." When students experience this strong connection between their selves and what it means to attend and perform well in college, they will gain a sense that they fit in the academic environment and will be empowered to do what it takes to succeed there.