Class is in session: social class discrimination and academic outcomes among adolescents

Prior research indicates that social class is strongly associated with academic outcomes such as GPA. However, little work explores the role that social discrimination plays in this relation. This study examined the link between social class discrimination and academic outcomes among high school students. Participants were 956 working class adolescents (ages 13-18; 55% boys, 65% Latine) in the western United States. Using latent profile analysis, we identified four patterns of discrimination from five sources (teachers, classmates, friends, other teenagers, and community members). We also assessed socio-emotional academic outcomes (school isolation, impulsivity) and academic self-reported achievement outcomes (GPA, grades). Two profiles showed high discrimination from either in-school or out-of-school sources, one showed frequent discrimination from all sources, and one reported low levels overall. Adolescents in profiles experiencing in-school discrimination from teachers and classmates had lower academic outcomes than those experiencing infrequent or out-of-school social class discrimination. Findings highlight that in-school social class discrimination may be particularly detrimental to self-reported performance and socio-emotional academic outcomes.

Economic inequality is rising around the globe. Social class includes income, education, and occupation, and is strongly tied to academic achievement. However, we do not yet know how the discrimination that adolescents experience because of their social class is associated with academic achievement. To address this knowledge gap, we examined the association between social class discrimination and academic achievement among adolescents. Social class discrimination was measured with an adapted scale that was validated. The scale addressed overt and subtle forms and multiple sources, such as peers, school personnel, and store clerks. Data were collected in 2022. Participants included 1678 adolescents (42.61% cisgender girls) aged 13-18 years (Mage = 15.97) in the United States. Social class was measured with maternal education, a common indicator for adolescents. The sample included 49.2% whose mothers had earned less than a college degree. Hierarchical regression analyses indicated that social class discrimination was negatively associated with academic achievement, even after controlling for social class, age, and race/ethnicity. Moderation analyses revealed that the associations differed by age and social class. Effects were stronger for younger adolescents ( < age 15) than older adolescents ( > age 17) and among adolescents more advantaged in social class than those who were disadvantaged. Social class discrimination was associated with academic achievement, even after controlling for social class. Findings offer the field a new mechanism for disrupting the strong association between social class and academic outcomes. Future research should consider how to develop programs that eliminate social class discrimination.

Social class discrimination during adolescence as a mediator of socioeconomic disparities in actigraphy-assessed and self-reported sleep

Perceived racial and social class discrimination and cannabis involvement among Black youth and young adults

Examining how social class discrimination is associated with combustible tobacco use, nicotine vaping, and dual use among adolescents in California.

Despite widespread research on tobacco use and social class, there have been limited studies examining how social class discrimination relates to tobacco use. To address this knowledge gap, we conducted a cross-sectional study with 956 adolescents. Participants were disadvantaged in social class. Tobacco use included lifetime and past month use of combustible tobacco and nicotine vaping. Social class discrimination included multiple sources, such as teachers, classmates, teenagers, friends, and community members. Latent profile analyses revealed four subgroups of adolescents with experiences of social class discrimination: Frequent, Infrequent, Out-of-School, and In-School. Adolescents in the Frequent and Out-of-School subgroups used the most tobacco products, whereas adolescents in the In-School and Infrequent subgroups used the least tobacco products. Race/ethnicity and gender were associated with subgroup membership. Findings highlight the need for social class discrimination interventions.

To characterize the association of social class discrimination with the timing of first cigarette use and progression to DSM-IV nicotine dependence (ND) in Black and White youth, examining variation by race, parent vs. youth experiences of discrimination, socioeconomic status (SES), and stage of smoking. Data were drawn from 1461 youth (55.2% Black, 44.8% White; 50.2% female) and mothers in a high-risk family study of alcohol use disorder and related conditions. Cox proportional hazard regression analyses were conducted, using youth's and mother's social class discrimination to predict first cigarette use and progression to ND, stratifying by race. Interactions between discrimination and SES indicators (parental education and household income) were tested. Adjusted models included psychiatric covariates. In the adjusted first cigarette use models, neither youth's nor mother's social class discrimination was asignificant predictor among Black youth, but mother's discrimination was associated with increased risk [HR = 1.53 (1.18-1.99)] among White youth. In the adjusted ND models, mother's discrimination was associated with reduced ND risk for Black youth in middle-income families [HR = 0.29 (CI 0.13-0.63)], but neither youth's nor mother's discrimination predicted transition to ND among White youth. The observed race and smoking stage-specific effects suggest that social class discrimination is more impactful on early stages of smoking for White youth and later stages for Black youth. The robustness of links with mother's discrimination experiences further suggests the importance of considering family-level effects and the need to explore possible mechanisms, such as socialization processes.

Ethnic and social class discrimination in education: Experimental evidence from Germany

Although studies on the expression of social class discrimination in the novel have much been documented, there is a paucity of research addressing how the expression of social class discrimination is translated into English. In response to this void, the present study aims at examining translation techniques in the expressions of social class discrimination in the novels written by Pramoedya Ananta Tour. This research employed a translation case study research design. The data were collected through observations and Focus Group Discussion. The data originated from Pramoedya Ananta Toer's novel, containing clauses containing social class discrimination. In this study, two questions are posed. First, what expressions of social class discrimination were found in the novel? Second, how was the expression containing social class discrimination translated into English? The findings showcase that the expressions of social class discrimination encompass subordination, stereotypical perspective, marginalization, and violence. In the same way, the most dominant translation technique is established equivalence, followed by modulation, explicitation, implicitation, paraphrase, transposition, pure borrowing, addition, reduction, generalization, discursive creation, particularization, description, variant borrowing, and deletion. The use of those translation techniques indicates that the quality of the translation is considered good. Discussion of implications empirically and practically is presented in the last part of this article.

An earlier version was presented at the Annual Meeting of The American Educational Research Association, Boston, April 1980. A recurrent finding is that student's social class is related to school performance (EeUs et al., 1951 ; Heimann and Schenk, 1954; Deutsch, 1960; Coleman et aL, 1966; Fleishmann Report, 1972) and to educational attainment (Folger and Nam, 1967; Spady, 1967; SeweU, 1971, U_S. Bureau of the Census, 1973; Treiman and TerreU, 1975). A variety of causative factors have been suggested. This paper will explore only two: social class bias of school personnel and the relationship of the meritocratic ideology of the schools to the opportunity structure of the American society. Studies of teachers" classroom behavior and the assignment of students to ability and curriculum tracks will be reviewed in an attempt to demonstrate that social class discrimination in the schooling process is both myth and reality. It will be argued that the lower class student suffers at several key points in the schooling process, not because of criteria applied in a biased manner, but because of the nature of the criteria used to make decisions and the negative consequences that disproportionately affect lower class individuals when they are applied. These class-related criteria are discussed as affecting lower class students' opportunities during their school careers and as extending beyond the school to limit their opportunities for postsecondary education and their rewards in the labor market. Meritocratic criteria are then discussed in terms of their role in perpetuating, rather than reducing, educational and economic inequality.

The aim of the study are to find Gender discrimination in Novel and acceptability quality of translation from Novel of the girls of the coast. We used methodology of research with descriptive qualitative. The results are 71,43% acceptability of translation quality with score 3 (high) and social discrimination in subordination 62,5%. The benefit of results are to develop literature of translation quality and analysis discrimination aspect in novel of the girls from the coast. The innovation of novelty are teory and guidance of translation in social and gender discrimination with quality translation.

This article discusses the prejudices and discrimination against afro-descendants, women, LGBTQ persons, the homeless, immigrants, and young adults, considering class, religion, and political differences within the population of the city of Rio de Janeiro, Brazil. These types of discrimination are analyzed through the intersectionality approach using a concept named “discrimination relational matrix of analysis”. In a two-phase design of a representative sample 759 urban inhabitants answered a questionnaire asking for their perceptions, attitudes, practices, and intergroup relationships on racism, patriarchalism, sexism, homophobia, xenophobia, and self-identification within different social classes, religions, and political-ideological identifications; correlations and a statistical model of Principal Component Analysis was applied to explore the main factors of discrimination. Analysis results show how explicit and several kinds of masked discrimination are connected, spread, normalized and popularized through apparently liberal and democratic speeches, and ambiguous attitudes and practices according to different interests between ingroups and outgroups in an environment of competition for resources and historic cultural settings of conservatism, patriarchalism and social classes prejudices, attached mainly to poverty and low educational levels. They also highlight a recent global context impacted by the increase in hate speech and extremism of right-wing political activism of small groups. The main discriminatory discourses and practices in Rio de Janeiro are openly uncivilized, sexist, racist, and xenophobic, and discriminate against the lower social classes and other vulnerable groups via a multidirectional anti-equality and anti-democratic mainstream, and its radicalization is popularized by a core leader far right group and is disseminated to and appropriated by distinct groups based on resources competition.

Research on race, sex, and social class discrimination in the juvenile justice process has yielded mixed results. These conflicting findings have been attributed to the use of diverse research strategies and various methodological shortcomings. There are, however, two potentially important issues that have not been previously addressed: the need to examine the juvenile justice system as a process, rather than as a series of separate and unrelated decision points, and the failure to control for the impact of administrative factors such as pretrial detention. The purpose of the research reported here is to examine the impact of race, sex, and social class on juvenile court dispositions while controlling for pretrial detention and appropriate legal factors. The analytical strategy employed permits an examination of the impact of these factors over three stages of the juvenile justice process: referral, adjudication, and disposition.Findings indicate that while legal factors and pretrial detention decline in importance as predictors of disposition as one moves from an examination of all referred to adjudicated youth, race and social class become more important. These results are discussed in terms of their methodological significance and their implications for the conceptualization of discrimination in the juvenile justice process.

In the Dutch Republic, Catholics and Jews held a social and economic minority position vis-a-vis a Protestant majority. At the end of the eighteenth century, official discrimination of Jews and Catholics came to an end. By studying intergenerational social mobility patterns of Protestants, Jews and Catholics in nineteenth-century The Hague, we tried to find out to what extent Catholics, Jews and Protestants occupied different social class positions and to what extent Jews and Catholics were able to make up for their initial inferior social position. Both descriptive measures and formal loglinear modeling are used to study these issues. A close connection between religion and social position in society was clearly confirmed by our data. The higher strata were more accessible to Protestants and Jews than to Catholics. The patterns of social mobility were very similar for all three religious denominations. This implies the absence of occupational and social class discrimination in nineteenth-century The Hague. Differences in social structure reflect a class structure that was hardly changed since the last days of the Dutch Republic

The research intends to find out the kinds of discrimination faced by the refugee girls and also life experiences of the refugee girls that related to the author’s life. Malala as the writer of the memoir We Are Displaced describes her experiences as a Muslim woman who is often treated unfairly both in the homeland and in the host land. As Malala had seen many discriminations in many places, she was inspired to write all discrimination as the movement against that discrimination. Therefore, feminism is a study of efforts to change gender roles, sexist practices, and sexual norms that often limit personal development. This research uses content analysis, especially close textual analysis. The results of this research show that there are 3 kinds of discrimination of the refugee girls. They are: 1) Racial Discrimination, 2) Gender Discrimination, and 3) Social Class Discrimination. This research also shows that some of the refugee girls have the same life experience as the author based on educational value, they are: 1) Independence value, 2) Creativity value, 3) Social Concern value.