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 educational contexts contribute to social class disparities in education over and beyond individual characteristics. According to this new Social Class-Academic Contexts Mismatch model, 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 first-order effects, 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 second-order effects 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) 2024 APA, all rights reserved).

中文翻译：

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是什么导致了教育方面的社会阶层差异？学术背景和工人阶级社会化背景之间不匹配的作用以及如何解释这些不匹配的影响。


在心理学领域，工人阶级背景的学生成绩不佳通常被解释为个人特征的产物，例如缺乏智力或动力。在这里，我们提出了一个综合模型，说明教育环境如何影响个人特征之外的社会阶层教育差异。根据这个新的社会阶层-学术背景不匹配模型，教育中的社会阶层差异是由于工人阶级背景的学生带到课堂的经历与学术背景所重视的经历之间的一些不匹配造成的，具体来说，（ a）学术背景的独立文化和工人阶级的相互依存倾向，（b）学术背景的竞争文化和工人阶级的合作倾向，（c）学术背景中重视的知识和通过工作发展的知​​识-阶级社会化，以及（d）学术环境中重视的社会身份以及来自工人阶级背景的学生的负面定型社会身份。由于这些不匹配，来自工人阶级背景的学生可能会在课堂上感到不适和困难。我们进一步提出，当试图理解这些一阶效应时，学生和教师更多地依赖于固有特征（例如，能力、动机）。相反，他们忽视了外在的背景因素。反过来，这种对固有特征的解释性偏见导致（a）工人阶级背景的学生经历自我威胁，以及（b）他们的老师不公平地对待他们。这些二阶效应放大了教育方面的社会阶层差异。 这种综合模型有可能重塑社会阶层和教育的研究和话语。 （PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）。