Social Class Identity Integration and Success for First-Generation College Students: Antecedents, Mechanisms, and Generalizability

References

• Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R. (2000). Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy, White women. Health Psychology, 19(6), 586–592. https://doi.org/10.1037/0278-6133.19.6.586
   PubMed Web of Science ®Google Scholar
• Amiot, C. E., De La Sablonnière, R., Terry, D. J., & Smith, J. R. (2007). Integration of social identities in the self: Toward a cognitive-developmental model. Personality and Social Psychology Review, 11(4), 364–388. https://doi.org/10.1177/1088868307304091
   PubMed Web of Science ®Google Scholar
• Atherton, M. C. (2014). Academic preparedness of first-generation college students: Different perspectives. Journal of College Student Development, 55(8), 824–829. https://doi.org/10.1353/csd.2014.0081
   Web of Science ®Google Scholar
• Baker, R. W., & Siryk, B. (1989). SACQ Student Adaptation to College Questionnaire manual. Western Psychological Services.
   Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachment as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
   PubMed Web of Science ®Google Scholar
• Benet-Martínez, V., & Haritatos, J. (2005). Bicultural Identity Integration (BII): Components and socio-personality antecedents. Journal of Personality, 73, 1015–1049. https://doi.org/10.1111/j.1467-6494.2005.00337.x
   PubMed Web of Science ®Google Scholar
• Benet-Martínez, V., Lee, F., & Leu, J. (2006). Biculturalism and cognitive complexity: Expertise in cultural representations. Journal of Cross-Cultural Psychology, 37(4), 386–407. https://doi.org/10.1177/0022022106288476
   Web of Science ®Google Scholar
• Benet-Martínez, V., Leu, J., Lee, F., & Morris, M. (2002). Negotiating biculturalism: Cultural frame-switching in biculturals with ‘oppositional’ vs. ‘compatible’ cultural identities. Journal of Cross-Cultural Psychology, 33(5), 492–516. https://doi.org/10.1177/0022022102033005005
   Web of Science ®Google Scholar
• Browman, A. S., & Destin, M. (2016). The effects of a warm or chilly climate towards socioeconomic diversity on academic motivation and self-concept. Personality & Social Psychology Bulletin, 42(2), 172–187. https://doi.org/10.1177/0146167215619379
   PubMed Web of Science ®Google Scholar
• Bryan, E., & Simmons, L. A. (2009). Family involvement: Impacts on post-secondary educational success for first-generation Appalachian college students. Journal of College Student Development, 50(4), 391–406. https://doi.org/10.1353/csd.0.0081
   Web of Science ®Google Scholar
• Cataldi, E. F., Bennett, C. T., & Chen, X. (2018). First-generation students: College access, persistence, and postbachelor’s outcomes. NCES.
   Google Scholar
• Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55
   Web of Science ®Google Scholar
• Chen, S., Benet-Martínez, V., & Bond, M. H. (2008). Bicultural identity, bilingualism, and psychological adjustment in multicultural societies. Journal of Personality, 76(4), 803–838. https://doi.org/10.1111/j.1467-6494.2008.00505.x
   PubMed Web of Science ®Google Scholar
• Chen, S. X., Benet-Martínez, V., Wu, W. C., Lam, B. C., & Bond, M. H. (2013). The role of dialectical self and bicultural identity integration in psychological adjustment. Journal of Personality, 81(1), 61–75. https://doi.org/10.1111/j.1467-6494.2012.00791.x
   PubMed Web of Science ®Google Scholar
• Cheung, F., & Lucas, R. E. (2016). Income inequality is associated with stronger social comparison effects: The effect of relative income on life satisfaction. Journal of Personality and Social Psychology, 110(2), 332–341. https://doi.org/10.1037/pspp0000059
   PubMed Web of Science ®Google Scholar
• Cole, E. (2009). Intersectionality and research in psychology. American Psychologist, 64(3), 170–180. https://doi.org/10.1037/a0014564
   PubMed Web of Science ®Google Scholar
• Cook, J. E., Purdie-Vaughns, V., Garcia, J., & Cohen, G. L. (2012). Chronic threat and contingent belonging: Protective benefits of values affirmation on identity development. Journal of Personality and Social Psychology, 102(3), 479–496. https://doi.org/10.1037/a0026312
   PubMed Web of Science ®Google Scholar
• D’Amico, M. M., & Dika, S. L. (2013). Using data known at the time of admission to predict first-generation college student success. Journal of College Student Retention: Research, Theory & Practice, 15(2), 173–192. https://doi.org/10.2190/CS.15.2.c
   Google Scholar
• Darling, E., Molina, K., Sanders, M., Lee, F., & Zhao, Y. (2008). Belonging and achieving: The role of identity integration. Advances in Motivation and Achievement, 15, 241–273. http://dx.doi.org/10.1016/S0749-7423(08)15008-7
   Google Scholar
• Darling-Hammond, L. (2004). What happens to a dream deferred? The continuing quest for equal educational opportunity. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 607–630). Jossey-Bass.
   Google Scholar
• Diener, E., Emmons, R., Larsen, J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
   PubMed Web of Science ®Google Scholar
• Easterbrook, M. J., Kuppens, T., & Manstead, A. S. R. (2020). Socioeconomic status and the structure of the self-concept. British Journal of Social Psychology, 59(1), 66–86. https://doi.org/10.1111/bjso.12334
   PubMed Web of Science ®Google Scholar
• Ebrahimi, M., Kouchaki, M., & Patrick, V. M. (2020). Juggling work and home selves: Low identity integration feels less authentic and increases unethicality. Organizational Behavior and Human Decision Processes, 158, 101–111. https://doi.org/10.1016/j.obhdp.2019.02.005
   Web of Science ®Google Scholar
• Faller, M. B. (2018). First-generation students flourish at ASU with peer-coaching supports. ASU Now. https://asunow.asu.edu/20181105-arizona-impact-first-generation-students-flourish-asu-peer-coaching-supports
   Google Scholar
• Ferrari, L., Manzi, C., Benet-Martínez, V., & Rosnati, R. (2019). Social and family factors related to intercountry adoptees and immigrants’ bicultural identity integration. Journal of Cross-Cultural Psychology, 50(6), 789–805. https://doi.org/10.1177/0022022119850339
   Web of Science ®Google Scholar
• Ferrari, L., Rosnati, R., Manzi, C., & Benet-Martínez, V. (2015). Ethnic identity, bicultural identity integration, and psychological well-being among transracial adoptees: A longitudinal study. New Directions for Child and Adolescent Development, 2015(150), 63–76. https://doi.org/10.1002/cad.20122
   PubMedGoogle Scholar
• Fryberg, S. A., & Markus, H. R. (2007). Cultural models of education in American Indian, Asian American, and European American contexts. Social Psychology of Education, 10(2), 213–246. https://doi.org/10.1007/s11218-007-9017-z
   Google Scholar
• Gaither, S. E. (2018). The multiplicity of belonging: Pushing identity research beyond binary thinking. Self and Identity, 17(4), 443–454. https://doi.org/10.1080/15298868.2017.1412343
   Web of Science ®Google Scholar
• Grossmann, I., & Varnum, M. E. W. (2011). Culture, social class, and cognition. Social Psychological and Personality Science, 2(1), 81–89. https://doi.org/10.1177/1948550610377119
   Web of Science ®Google Scholar
• Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation college students in undergraduate biology. Journal of Educational Psychology, 106(2), 375–389. https://doi.org/10.1037/a0034679
   PubMed Web of Science ®Google Scholar
• Haritatos, J., & Benet-Martínez, V. (2002). Bicultural identities: The interface of cultural, personality, and socio-cognitive processes. Journal of Research in Personality, 36(6), 598–606. https://doi.org/10.1016/S0092-6566(02)00510-X
   Web of Science ®Google Scholar
• Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
   Google Scholar
• Henderson, M. M., Simon, K. A., & Henicheck, J. (2018). The relationship between sexuality–professional identity integration and leadership in the workplace. Psychology of Sexual Orientation and Gender Diversity, 5(3), 338–351. https://doi.org/10.1037/sgd0000277
   Google Scholar
• Herrmann, S. D. (2017). Crossing classes: A test of the social class bicultural identity integration model on academic performance for first-generation college students ( Retrieved from ProQuest Information & Learning. ( AAI10268805). . ()
   Google Scholar
• Herrmann, S. D., & Varnum, M. E. W. (2018a). Integrated social class identities are linked to academic success, well-being, and workplace satisfaction. Journal of Cross-Cultural Psychology, 49(4), 635–663. https://doi.org/10.1177/0022022118761107
   Web of Science ®Google Scholar
• Herrmann, S. D., & Varnum, M. E. W. (2018b). Utilizing social class bicultural identity integration to improve outcomes for first-generation college students. Translational Issues in Psychological Science, 4(2), 165–175. https://doi.org/10.1037/tps0000159
   Google Scholar
• Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and educational factors influence the decisions students make. Johns Hopkins University Press.
   Google Scholar
• Huynh, Q.-L. (2009). Variations in biculturalism: Measurement, validity, mental and physical health/psycho-social correlates, and group differences of identity integration. Unpublished doctoral dissertation. Unpublished doctoral dissertation. University of California.
   Google Scholar
• Huynh, Q.-L., Nguyen, A. M., & Benet-Martínez, V. (2011). Bicultural identity integration. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 827–842). Springer.
   Google Scholar
• Ingram, J. (2020). Nearly 18% of Class of 2023 are legacy students or relatives of donors, report reveals. The Stanford Daily. https://www.stanforddaily.com/2020/06/26/nearly-18-of-class-of-2023-are-legacy-students-or-relatives-of-donors-report-reveals/
   Google Scholar
• Ishitani, T. T. (2003). A longitudinal approach to assessing attrition behavior among first- generation students: Time-varying effects of pre-college characteristics. Research in Higher Education, 44(4), 433–449. https://doi.org/10.1023/A:1024284932709
   Web of Science ®Google Scholar
• Jack, A. A. (2015). (No) harm in asking: Class, acquired cultural capital, and academic engagement at an elite university. Sociology of Education, 89(1), 1–19. https://doi.org/10.1177/0038040715614913
   Web of Science ®Google Scholar
• Jensen, B. (2004). Across the great divide: Crossing classes and clashing cultures. In M. Zweig (Ed.), What’s class got to do with it? American society in the twenty-first century (pp. 168–183). Cornell University Press.
   Google Scholar
• Johnson, S. E., Richeson, J. A., & Finkel, E. J. (2011). Middle-class and marginal? The influence of socioeconomic status on the self-regulatory resources of students at an elite university. Journal of Personality and Social Psychology, 100, 838–852. https://doi.org/10.1037/a0021956
   PubMed Web of Science ®Google Scholar
• Kingston, P. W., & Lewis, L. S. (1990). Undergraduates at elite institutions: The best, the brightest, and the richest. In P. W. Kingston & L. S. Lewis (Eds.), The high-status track: Studies of elite schools and stratification (pp. 105–145). SUNY Press.
   Google Scholar
• Kraus, M. W., & Keltner, D. (2009). Signs of socioeconomic status: A thin-slicing approach. Psychological Science, 20(1), 99–106. https://doi.org/10.1111/j.1467-9280.2008.02251.x
   PubMed Web of Science ®Google Scholar
• Kraus, M. W., Torrez, B., Park, J. W., & Ghayebi, F. (2019). Evidence for the reproduction of social class in brief speech. Proceedings of the National Academy of Sciences, 116(46), 22998–23003. https://doi.org/10.1073/pnas.1900500116
   PubMed Web of Science ®Google Scholar
• Lilgendahl, J. P., Festa, L., Levenson, C., & Rosenblum, R. (2018). “So now, I wonder, what am I?”: A narrative approach to bicultural identity integration. Journal of Cross-Cultural Psychology, 49(10), 1596–1624. https://doi.org/10.1177/0022022118801555
   Web of Science ®Google Scholar
• Logan, J. R., Minca, E., & Adar, S. (2012). The geography of inequality: Why separate means unequal in American public schools. Sociology of Education, 85(3), 287–301. https://doi.org/10.1177/0038040711431588
   Web of Science ®Google Scholar
• Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46, 409‑428. https://doi.org/10.1353/csd.2005.0040
   Google Scholar
• Manzi, C., Ferrari, L., Rosnati, R., & Benet-Martínez, V. (2014). Bicultural identity integration of transracial adolescent adoptees: Antecedents and outcomes. Journal of Cross Cultural Psychology, 45(6), 888–904. https://doi.org/10.1177/0022022114530495
   Web of Science ®Google Scholar
• Manzi, C., Paderi, F., Benet-Martínez, V., & Coen, S. (2019). Age‐based stereotype threat and negative outcomes in the workplace: Exploring the role of identity integration. European Journal of Social Psychology, 49(4), 705–716. https://doi.org/10.1002/ejsp.2533
   Web of Science ®Google Scholar
• Markle, G., & Stelzriede, D. D. (2020). Comparing first-generation students to continuing-generation students and the impact of a first-generation learning community. Innovative Higher Education, 45, 285–298. https://doi.org/10.1007/s10755-020-09502-0
   Web of Science ®Google Scholar
• McNally, J. A. (2020). A bicultural service member/civilian identity and motivations-based assessment of moral injury in U.S. military and veteran populations from America’s longest wars. [Unpublished doctoral dissertation]. Liberty University.
   Google Scholar
• Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Urdan, T. (2000). Manual for the patterns of adaptive learning scales. University of Michigan.
   Google Scholar
• Miyamoto, Y., Yoo, J., Levine, C. S., Park, J., Boylan, J. M., Sims, T., … Ryff, C. D. (2018). Culture and social hierarchy: Self- and other-oriented correlates of socioeconomic status across cultures. Journal of Personality and Social Psychology, 115(3), 427–445. https://doi.org/10.1037/pspi0000133
   PubMed Web of Science ®Google Scholar
• Nguyen, A.-M. D., & Benet-Martínez, V. (2007). Biculturalism unpacked: Components, measurement, individual differences, and outcomes. Social and Personality Psychology Compass, 1(1), 101–114. https://doi.org/10.1111/j.1751-9004.2007.00029.x
   Google Scholar
• Nguyen, A.-M. D., & Benet-Martínez, V. (2013). Biculturalism and adjustment: A meta-analysis. Journal of Cross-Cultural Psychology, 44(1), 122–159. https://doi.org/10.1177/0022022111435097
   Web of Science ®Google Scholar
• Nora, A. (2004). The role of habitus and cultural capital choosing a college, transitioning from high school to higher education, and persisting in college among minority and nonminority students. Journal of Hispanic Higher Education, 3(2), 180–208. https://doi.org/10.1177/1538192704263189
   Google Scholar
• Nora, A., & Cabrera, A. F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67(2), 120–148. https://doi.org/10.2307/2943977
   Web of Science ®Google Scholar
• Orbe, M. P. (2004). Negotiating multiple identities within multiple frames: An analysis of first-generation college students. Communication Education, 53(2), 131–149. https://doi.org/10.1080/03634520410001682401
   Google Scholar
• Ostrove, J. M., & Long, S. M. (2007). Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363–389. https://doi.org/10.1353/rhe.2007.0028
   Web of Science ®Google Scholar
• Pascarella, E., Pierson, C., Wolniak, G., & Terenzini, P. (2004). First-generation college students: Additional evidence on college experiences and outcomes. Journal of Higher Education, 75(3), 249–284. https://doi.org/10.1080/00221546.2004.11772256
   Web of Science ®Google Scholar
• Phillips, L. T., Stephens, N. M., Townsend, S., & Goudeau, S. (2020). Access is not enough: Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college. Journal of Personality and Social Psychology, 119(5), 1112–1131. https://doi.org/10.1037/pspi0000234
   PubMed Web of Science ®Google Scholar
• Pratt, I. S., Harwood, H. B., Cavazos, J. T., & Ditzfeld, C. P. (2017). Should I stay or should I go? Retention in first-generation college students. Journal of College Student Retention: Research, Theory & Practice, 21(1), 105–118. https://doi.org/10.1177/1521025117690868
   Web of Science ®Google Scholar
• Quinn, D. M., & Earnshaw, V. A. (2013). Concealable stigmatized identities and psychological well-being. Social & Personality Psychological Compass, 7(1), 40–51. https://doi.org/10.1111/spc3.12005
   PubMedGoogle Scholar
• Ramkumar, A. (2015). Duke creates new scholarship for first-generation students. The Chronicle. https://www.dukechronicle.com/article/2015/11/breaking-duke-creates-new-scholarship-for-first-generation-students
   Google Scholar
• Rice, K. G., Lopez, F. G., Richardson, C. M., & Stinson, J. M. (2013). Perfectionism moderates stereotype threat effects on STEM majors’ academic performance. Journal of Counseling Psychology, 60(2), 287–293. https://doi.org/10.1037/a0032052
   PubMed Web of Science ®Google Scholar
• Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
   PubMed Web of Science ®Google Scholar
• Robbins, S. B., Lauver, K., Lauver, K., Lauver, K., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
   PubMed Web of Science ®Google Scholar
• Rosenthal, L. (2016). Incorporating intersectionality into psychology: An opportunity to promote social justice and equity. American Psychologist, 71(6), 474–485. https://doi.org/10.1037/a0040323
   PubMed Web of Science ®Google Scholar
• RTI International. (2019a) . First-generation College Students: Demographic Characteristics and Postsecondary Enrollment. NASPA.
   Google Scholar
• RTI International. (2019b) . First-year Experience, Persistence, and Attainment of First-generation College Students. NASPA.
   Google Scholar
• Rubin, M. (2012). Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research. Journal of Diversity in Higher Education, 5(1), 22–38. https://doi.org/10.1037/a0026162
   Web of Science ®Google Scholar
• Sandhu, D. S., & Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1), 435–448. https://doi.org/10.2466/pr0.1994.75.1.435
   PubMed Web of Science ®Google Scholar
• Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102(6), 1178–1197. https://doi.org/10.1037/a0027143
   PubMed Web of Science ®Google Scholar
• Stephens, N. M., & Townsend, S. S. M. (2013). Rank is not enough: Why we need a sociocultural perspective to understand social class. Psychological Inquiry, 24(2), 126–130. https://doi.org/10.1080/1047840X.2013.795099
   Web of Science ®Google Scholar
• U.S. Department of Education. (2009) . 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) Field Test (NCES 2009-01). NCES.
   Google Scholar
• U.S. Department of Education. (2018) . 2015–16 National Postsecondary Student Aid Study (NPSAS:16). NCES.
   Google Scholar
• Varnum, M. E. W. (2013). What are lay theories of social class? PLoS ONE, 8(7), e70589. https://doi.org/10.1371/journal.pone.0070589
   PubMed Web of Science ®Google Scholar
• Varnum, M. E. W., Blais, C., & Brewer, G. A. (2016). Social class affects Mu-suppression during action observation. Social Neuroscience, 11(4), 449–454. https://doi.org/10.1080/17470919.2015.1105865
   PubMed Web of Science ®Google Scholar
• Vasquez-Salgado, Y., Greenfield, P. M., & Burgos-Cienfuegos, R. (2015). Exploring home-school value conflicts: Implications for academic achievement and well being among Latino first-generation college students. Journal of Adolescent Research, 30(3), 271–305. https://doi.org/10.1177/0743558414561297
   Web of Science ®Google Scholar
• Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. https://doi.org/10.1037/0022-3514.92.1.82
   PubMed Web of Science ®Google Scholar
• Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364
   PubMed Web of Science ®Google Scholar
• Warburton, E., Bugarin, R., & Nunez, A. (2001). Bridging the gap: Academic preparation and postsecondary success of first-generation students (NCES 2001–153). NCES.
   Google Scholar
• Ward, L., Siegel, M., & Davenport, Z. (2012). First-generation college students: Understanding and improving the experience from recruitment to graduation. Wiley & Sons.
   Google Scholar
• Ware, J. E., Kosinski, M., & Keller, S. D. (1996). A 12-item short-form health survey: Construction of scales and preliminary tests of reliability and validity. Medical Care, 34(3), 220–233. https://doi.org/10.1097/00005650-199603000-00003
   PubMed Web of Science ®Google Scholar
• Yampolsky, M. A., & Amiot, C. E. (2016). Discrimination and multicultural identity configurations: The mediating role of stress. International Journal of Intercultural Relations, 55, 86–96. https://doi.org/10.1016/j.ijintrel.2016.09.002
   Web of Science ®Google Scholar