Getting to the heart of social and educational disadvantage: Exploring the impact of social interactions across the class divide (original) (raw)

Abstract

for your advice, friendship, and support throughout this entire process. My partner and best friend, Michael Camara, for your humor, patience, and commitment. It means more than you know to have someone along for the adventure. My sisters, Tracie Murchison and Abbie Pickering, for your spirit, humor, intelligence, sense of adventure, and for keeping me grounded. My brother and identical twin, Gavin Pickering. Your life has always been such a part o f my life, that it is really impossible that I would have ended up where I am today without you there. My parents, Bonnie and Michael Pickering, who are the best parents anyone could ask for. You've always made sure we knew we were loved and supported no matter what we chose to do, and nothing is possible without that. v TABLE OF CONTENTS

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References (333)

  1. Performance Self-Esteem....................................................................................
  2. 3.5. Task Rumination..................................................................................................
  3. 3.6. Partner Similarity.................................................................................................
  4. 3.7. Mean Arterial Pressure Reactivity......................................................................62
  5. Results..........................................................................................................................
  6. 4.1. Preliminary Analysis............................................................................................62 3.4.2. Manipulation check..............................................................................................
  7. 4.3. Mean Arterial Pressure Reactivity.................................
  8. 4.3.1. Lower-SES Participants................................................................................
  9. 4.3.2. Higher-SES Participants................................................................................69
  10. Performance...........................................................................................................71
  11. 4.5. Task Engagement.................................................................................................
  12. 4.6. Stress Appraisals..................................................................................................
  13. 4.7. Social Self-Esteem...............................................................................................
  14. 4.8. Performance Self-Esteem.....................................................................................74
  15. Task Rumination..................................................................................................
  16. 4.10. Partner Similarity...............................................................................................
  17. Discussion....................................................................................................................
  18. STUDY 3 ...........................................................................................................................82
  19. 1. Hypotheses................................................................................................................... 82
  20. 2. Participants................................................................................................................... 85
  21. 3. M ethod......................................................................................................................... 86
  22. 4. Measures...................................................................................................................... 86
  23. 4.1. Stigma Consciousness..........................................................................................86
  24. 4.2. Achievement Motivation......................................................................................86
  25. 4.3. Shift-and-persist Strategies...................................................................................87
  26. 4.4. Global Self-Esteem............................................................................................... 87
  27. 4.5. Perception of Positive Role M odels....................................................................87
  28. 4.6. Attitudes toward the In-Group/Out-Group......................................................... 88
  29. 4.7. Subjective Family Social Status.......................................................................... 88
  30. Results.......................................................... 88
  31. 5.1. Preliminary Analyses (Time 1 )........................................................................... 88
  32. 5.2. Testing the Hypothesized Model......................................................................... 90
  33. 5.2.1. Achievement Motivation.............................................................................. 90
  34. 5.2.2. Self-esteem......................................................................................................91
  35. 5.3. Preliminary Analyses (Time 2 ) ............................................................•...............93
  36. Change over Tim e................................................................................................ 95 BIBLIOGRAPHY
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  295. Pure, Blue, Fall (Water)
  296. Time, Hair, Stretch (Long)
  297. Broken, Clear, Eye (Glass)
  298. Coin, Quick, Spoon (Silver)
  299. Bald, Screech, Emblem (Eagle)
  300. Sore, Shoulder, Sweat (Cold)
  301. Manners, Round, Tennis (Table)
  302. Playing, Credit, Report (Card)
  303. Rabbit, Cloud, House (White)
  304. Ache, Hunter, Cabbage (Head)
  305. Shopping, Washer, Picture (Window)
  306. Note, Dive, Chair (High)
  307. Speak, Money, Street (Easy)
  308. High, Book, Sour (Note)
  309. Stick, Light, Birthday = Candle
  310. Magic, Plush, Floor = Carpet
  311. Shelf, Mark, End = Book
  312. Car, Swimming, Cue = Pool
  313. Food, Kennel, Tag = Dog
  314. Blood, Berry, Cheese = Blue
  315. Sea, Home, Stomach = Sick
  316. Chocolate, Fortune, Jar = Cookie
  317. Comer, Main, Sweeper = Street
  318. Cottage, Blue, Burger = Cheese
  319. Boot, Summer, Ground = Camp
  320. Cream, Skate, Cold = Ice
  321. Rocking, Wheel, High = Chair 14. Dew, Comb, Bee = Honey 15. Aid, Rubber, Wagon = Band
  322. Cracker, Fly, Fighter= Fire
  323. Sauce, Tree, Pie = Apple
  324. Flower, Friend, Scout = Girl APPENDIX D: RAT II Shift-and-persist Strategies: Please rate the following on a 0-6 scale 0 -----------1-----------2-----------3-----------4-----------5-----------6
  325. When things don't go according to my plans, my motto is, "Where there's a will, there's a way."
  326. When faced with a bad situation, I do what I can do to change it for better.
  327. Even when I feel I have too much to do, I find a way to get it all done.
  328. When I encounter problems, I don't give up until I solve them.
  329. I rarely give up on something I am doing, even when things get tough.
  330. I find I usually learn something meaningful from a difficult situation.
  331. When I am faced with a bad situation, it helps to find a different way of looking at things.
  332. Even when everything seems to be going wrong, I can usually find a bright side to the situation.
  333. I can find something positive, even in the worst situations. BIOGRAPHY OF THE AUTHOR Ryan Pickering was bom in Lincoln, Maine on July 1, 1986. He graduated from Mattanawcook Academy in Lincoln in 2004. He attended the University of Maine at Farmington and graduated summa cum laude, and as an Honors Scholar, in the spring of 2008. He received the University of Maine Dissertation Research Fellowship in the 2011 - 2012 and 2012-2013 academic years. Ryan is a candidate for the Doctor of Philosophy degree in Psychology from the University of Maine in May 2014.