“I am working-class”: subjective self-definition as a missing measure of social class and socioeconomic status in higher education research

Rubin, Mark, Denson, Nida, Kilpatrick, Sue, Matthews, Kelly, Stehlik, Tom and Zyngier, David (2014) “I am working-class”: subjective self-definition as a missing measure of social class and socioeconomic status in higher education research. Educational Researcher, 43 4: 196-200. doi:10.3102/0013189X14528373


Author Rubin, Mark
Denson, Nida
Kilpatrick, Sue
Matthews, Kelly
Stehlik, Tom
Zyngier, David
Title “I am working-class”: subjective self-definition as a missing measure of social class and socioeconomic status in higher education research
Journal name Educational Researcher   Check publisher's open access policy
ISSN 0013-189X
1935-102X
Publication date 2014-05-01
Year available 2014
Sub-type Critical review of research, literature review, critical commentary
DOI 10.3102/0013189X14528373
Volume 43
Issue 4
Start page 196
End page 200
Total pages 5
Place of publication Thousand Oaks, CA, United States
Publisher Sage Publications
Language eng
Abstract This review provides a critical appraisal of the measurement of students’ social class and socioeconomic status (SES) in the context of widening higher education participation. Most assessments of social class and SES in higher education have focused on objective measurements based on the income, occupation, and education of students’ parents, and they have tended to overlook diversity among students based on factors such as age, ethnicity, indigeneity, and rurality. However, recent research in psychology and sociology has stressed the more subjective and intersectional nature of social class. The authors argue that it is important to consider subjective self-definitions of social class and SES alongside more traditional objective measures. The implications of this dual measurement approach for higher education research are discussed.
Keyword Diversity
First-generation students
Higher education
Intersectionality
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Official 2015 Collection
Institute for Teaching and Learning Innovation Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 15 times in Thomson Reuters Web of Science Article | Citations
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Created: Tue, 25 Mar 2014, 23:14:44 EST by Kelly Matthews on behalf of Teaching & Educational Development Institute