How social-class stereotypes maintain inequality

Social Class and Social Pain: Target SES Biases Judgments of Pain and Support for White Target Individuals

Social pain, defined as distress caused by negative interpersonal experiences (e.g., ostracism, mistreatment), is detrimental to health. Yet, it is unclear how social class might shape judgments of the social pains of low-socioeconomic status (SES) and high-SES individuals. Five studies tested competing toughness and empathy predictions for SES's effect on social pain judgments. Consistent with an empathy account, in all studies (Ncumulative = 1,046), low-SES White targets were judged more sensitive to social pain than high-SES White targets. Further, empathy mediated these effects, such that participants felt greater empathy and expected more social pain for low-SES targets relative to high-SES targets. Social pain judgments also informed judgments of social support needs, as low-SES targets were presumed to need more coping resources to manage hurtful events than high-SES targets. The current findings provide initial evidence that empathic concern for low-SES White individuals sensitizes social pain judgments and increases expected support needs for lower class White individuals.

Stigmatization of drinking patients with liver cancer: The role of socioeconomic status

Patients with liver cancer may face stigmatization due to cancer, alcohol consumption, or both. This study addresses gaps in the existing literature regarding stigmatization of alcohol-related liver cancer patients, particularly its connection with socioeconomic status (SES). The study explores whether the SES of a fictional character with alcohol addiction and liver cancer influences stigma levels reported by participants. Additionally, it investigates how participants' personal characteristics, such as alcohol consumption and healthcare professional status, impact stigmatization. This study aims to provide new insights regarding the role of stigmatization in liver cancer treatment and management, emphasizing in socioeconomic determinants. The method is based on three scenarios describing a woman character with alcohol abuse and liver cancer. The scenarios depicted a woman character with either low, medium or high SES. Each participant (N = 991) was randomly assigned to one of the three scenarios. After reading it, each participant answered questionnaires assessing negative attitudes towards the character. Four scales were used: "Negative attributions about people with health problems", "Causality of cancer", "Controllability of drinking" and "Reluctance to helping behavior". Data were analyzed using ANOVA and t-tests. The scenario describing a character with a low SES significantly received more "Negative attributions about people with health problems" than the character with medium or high SES. Participants having higher alcohol consumption themselves showed lower stigma scores for three out of four scales than participants with lower consumption. In addition, participants identified as health professionals had lower stigma scores regarding the scales "Negative attributions about people with health problems" and "Controllability of drinking", and higher scores for the subscale "Reluctance to helping behavior", compared with non-professionals. A character with low SES received more negative attributions than the one with higher SES. Participants' own alcohol consumption and professional status (being health professional or not), influenced their stigmatizing attitudes.

Stereotypes bias social class perception from faces: The roles of race, gender, affect, and attractiveness

People quickly form consequential impressions of others' social class standing from nonverbal cues, including facial appearance. Extant research shows that perceivers judge faces that appear more positive, attractive, and healthy as higher-class, in line with stereotypes associating high class standing with happiness, attractiveness, and better wellbeing (which bear a kernel of truth). A wealth of research, moreover, demonstrates strong stereotypical associations between social class and both race and gender. The current work bridged these areas of inquiry to explore (1) intersectional biases in social class impressions from faces and (2) how associations between social class and attractiveness/health and affect can be used to shift social class impressions. Our studies found evidence of race and gender stereotypes impacting British perceivers' social class judgements, with Black (vs. White and Asian) and female (vs. male) faces judged as lower in class. Furthermore, manipulating faces' emotion expression shifted judgements of their social class, with variations in magnitude by faces' race, such that emotion expressions shifted judgements of Black faces more than White faces. Finally, manipulating faces' complexion to appear healthier/more attractive shifted social class judgements, with the magnitude of this varying by faces' and perceivers' race, suggesting a role of perceptual expertise. These findings demonstrate that stereotypes bias social class impressions and can be used to manipulate them.

Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?

Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students' abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in a sample of 3880 German secondary school students from three tracks, who were assessed four times on stereotype awareness regarding their own school track and academic outcomes (achievement, engagement, self-concept) between Grades 5 and 8. Students in the lowest track reported higher levels of stereotype awareness than higher track students or students attending a combined track. Stereotype awareness increased across time in all tracks. Contrary to our preregistered hypotheses, however, the results from multigroup models revealed that (changes in) stereotype awareness were not more strongly related to (changes in) most outcomes in the lowest track in comparison with the other two tracks.

Inferences of Masculinity and Femininity Across Intersections of Social Class and Gender: A Social Structural Perspective

This research employs a social structural perspective to analyze the content of intersectional social class and gender stereotypes. We investigated how the structural positioning of class and gender categories differentially foster inferences of masculinity and femininity. The social structures that organize class and gender differ: Class is marked by access to resources, and gender is marked by a division of labor for care work. Thus, we examined whether masculinity inferences more strongly varied by social class and whether femininity inferences more strongly varied by gender categories. In Study 1, a total 427 undergraduates provided open-ended descriptions of social class and gender groups. In Study 2, a total 758 undergraduates rated the same groups on preselected trait measures. In Study 3, a total 83 adult participants considered a vignette that manipulated a target's structural resources and gender. Across datasets, variation in social class primarily influenced inferences about masculinity while variation in gender primarily influenced inferences about femininity.

Socioeconomic status and subjective well-being: The mediating role of class identity and social activities

BACKGROUND

Subjective well-being has a significant impact on an individual's physical and mental health. Socioeconomic status, class identity, and social activity participation play important roles in subjective well-being. Therefore, the aim of this study was to uncover the mechanisms through which these factors influence subjective well-being.

METHODS

A total of 1926 valid samples were recruited using the Chinese General Social Survey 2021 (CGSS 2021). The Chinese Citizen's Subjective Well-Being Scale (SWBS-CC) was employed to assess subjective well-being. Socioeconomic status was measured using income and education, and class identity and social activity participation were measured using Likert scales. Pearson correlation analysis and the chain mediation model were conducted to explore the relationship between these factors. Finally, the Bootstrap method was used to examine the path coefficients.

RESULTS

A significant correlation was found between socioeconomic status, class identity, social activity, and subjective well-being (p < 0.01). The indirect effect of socioeconomic status on subjective well-being mediated by class identity was 0.351 (95% CI: 0.721, 1.587), while the indirect effect of socioeconomic status on subjective well-being mediated by social activity was 0.380 (95% CI: 0.059, 0.240). The effect mediated by both class status and social activities was 0.011 (95% CI: 0.010, 0.093).

CONCLUSIONS

The study showed that socioeconomic status, class identity, and social activity had significant effects on subjective well-being. Class identity and social activity partially mediated the effects of socioeconomic status on subjective well-being, and they had a chain mediating effect between socioeconomic status and subjective well-being. Therefore, policymakers have the opportunity to enhance subjective well-being in lower socioeconomic status groups by promoting individual class identity and encouraging greater social activity participation.

Randomised Controlled Trial of Self-Affirmation Intervention on Students' Academic Performance: Promising Impacts on Students from Migrant Hukou Status

Purpose

Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon.

Patients and Methods

A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic.

Results

The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students' survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat.

Conclusion

Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen.

"You did incredibly well!": teachers' inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking)

Can teachers' inflated praise make children from low socioeconomic status (SES) backgrounds seem less smart? We conducted two preregistered experiments to address this question. We used hypothetical scenarios to ensure experimental control. An experiment with primary school teachers (N = 106, ages 21-63) showed that when a child from a low-SES (vs. high-SES) background succeeded in school, teachers attributed this success more to hard work and delivered more inflated praise (e.g., "You did incredibly well!") but less modest praise (e.g., "You did well!"). An experiment with primary school children (N = 63, ages 10-13) showed that when children learned that another child received inflated praise (while an equally performing classmate received modest praise or no praise), they perceived this child as less smart but more hardworking. These studies provide converging evidence that teachers' inflated praise, although well-intentioned, can make children from low-SES backgrounds seem less smart, thereby reinforcing negative stereotypes about these children's academic abilities.

Distrust as a form of inequality

Navigating social hierarchies is a ubiquitous aspect of human life. Social status shapes our thoughts, feelings, and actions toward others in various ways. However, it remains unclear how trust is conferred within hierarchies and how status-related cues are used when resources are on the line. This research fills this knowledge gap by examining how ascribed, consensus-based status appearance, and perceived status appearance impact investment decisions for high- and low-status partners during a Trust Game. In a series of pre-registered experiments, we examined the degree to which participants trusted unfamiliar others with financial investments when the only available information about that person was their socioeconomic status (SES). In Study 1, SES was ascribed. Studies 2 and 3 conveyed SES with visual antecedents (clothing). Across all three experiments, participants trusted high SES partners more than low SES partners. In addition, subjective perceptions of status based on visual cues were a stronger predictor of trust than consensus-based status judgments. This work highlights a high status-trust bias for decisions where an individual's money is on the line. In addition, high-status trust bias may occur simply because of an individual's subjective assumptions about another's rank.

Higher income individuals are more generous when local economic inequality is high

There is ongoing debate about whether the relationship between income and pro-social behaviour depends on economic inequality. Studies investigating this question differ in their conclusions but are consistent in measuring inequality at aggregated geographic levels (i.e. at the state, region, or country-level). I hypothesise that local, more immediate manifestations of inequality are important for driving pro-social behaviour, and test the interaction between income and inequality at a much finer geographical resolution than previous studies. I first analyse the charitable giving of US households using ZIP-code level measures of inequality and data on tax deductible charitable donations reported to the IRS. I then examine whether the results generalise using a large-scale UK household survey and neighbourhood-level inequality measures. In both samples I find robust evidence of a significant interaction effect, albeit in the opposite direction as that which has been previously postulated-higher income individuals behave more pro-socially rather than less when local inequality is high.

Healthy and Equitable Interpersonal Relationships, Health Inequalities and Socio-Educational Interventions: A Conceptual Framework for Action

BACKGROUND

Interpersonal relationships undoubtedly have a bidirectional connection with the health of individuals and communities. Relational models based on equity contribute to well-being, while asymmetrical relationships based on hierarchies and differences of power negatively impact mental, physical, and social health.

METHODS

A conceptual framework for understanding the determinants of interpersonal relational models was developed.

RESULTS

Structural determinants were identified as the combined action of systems of oppression, the socio-historical context that normalizes violence, and social stratification and segregation, consequences which included inequitable access to power, resources, and opportunities. Intermediate determinants include individual, psychosocial, behavioral, and community aspects. Structural and intermediate determinants impact health and health inequalities through multiple relational patterns that are simultaneously established and sustained by individuals and communities. The health impact of inequitable relational patterns includes: Reduced self-esteem; anxiety, stress, and depression; acceptance of violence; physical and sexual harm; suicide; and murder.

CONCLUSIONS

This conceptual framework allows for the modification of relational models by influencing structural and intermediate determinants. Six areas of intervention have been identified: educative policies, school governance, physical and symbolic space, school curriculum, school-community relations, and socio-educative interventions to promote healthy and equitable relationships. Healthy and equitable relationships are associated with improved subjective well-being, health status and protection from violence. Socio-educational interventions that consider the elements of this conceptual framework may be effective in promoting healthy and equitable relational models.

Wage (in)equality matters: the effect of organizational economic inequality on others' and self-ascriptions

Economic inequality has consequences at the social-psychological level, such as in the way people make inferences about their environment and other people. In the present two preregistered studies, we used a paradigm of an organizational setting to manipulate economic inequality and measured ascriptions of agentic versus communal traits to employees and the self. In Study 1 (N = 187), participants attributed more agency than communion to a middle-status employee, and more communion than agency when economic equality was salient. In Study 2 (N = 198) this finding was replicated. Further, this inequality-agency association was explained by perceptions of competitive employee relationships. Results, moreover, suggested that participants mainly attributed more communion than agency to themselves in the equality condition. We conclude that agency and communion ascriptions may be functional and thus inform about the expectations people have on the nature of social relationships in the face of economic inequality.

Educators' Beliefs About Students' Socioeconomic Backgrounds as a Pathway for Supporting Motivation

Students' understandings of their socioeconomic status (SES) backgrounds have important implications for their motivation, achievement, and the emergence of SES-based educational disparities. Educators' beliefs about students' backgrounds likely play a meaningful role in shaping these understandings and, thus, may represent an important opportunity to support students from lower-SES backgrounds. We first experimentally demonstrate that educators can be encouraged to adopt background-specific strengths beliefs-which view students' lower-SES backgrounds as potential sources of unique and beneficial strengths (N_{Study 1} = 125). Subsequently, we find that exposure to educators who communicate background-specific strengths beliefs positively influences the motivation and academic persistence of students, particularly those from lower-SES backgrounds (N_{Study 2} = 256; N_{Study 3} = 276). Furthermore, lower-SES students' own beliefs about their backgrounds mediated these effects. Altogether, our work contributes to social-psychological theory and practice regarding how key societal contexts can promote equity through identity-based processes.

Concern about experiencing downward socioeconomic mobility generates precarious types of motivation among students of color

Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals (β = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students (β = - 0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color (β =  - 0.58) but decreased mastery-avoidance goals among White students (β = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11218-023-09763-5.

Perceived economic inequality enlarges the perceived humanity gap between low- and high-socioeconomic status groups

In this paper, we analyze the influence of the perceived level of economic inequality in daily life on people's recognition of the perceived humanity gap between low- and high-socioeconomic groups within society. To achieve this purpose, in Studies 1A-B, we analyzed the relationship between economic inequality and the humanity gap. In Studies 2A-B, we manipulated the level of inequality (low vs. high) to identify differences in the humanity gap. Results indicated that higher perceptions of economic inequality lead individuals to recognize a wider humanity gap between low- and high-socioeconomic groups in society. Implications are discussed.

Developmental Perspectives on Social Inequalities and Human Rights

Social inequalities and human rights are inevitably linked to children's and adolescents' healthy development. Children who experience structural and interpersonal inequalities in access to resources and opportunities based on their gender, race, ethnicity, or other group categories are denied the right to fair treatment. We assert that investigating the psychological perspectives that children hold regarding inequalities and human rights is necessary for creating fair and just societies. We take a constructivist approach to this topic which seeks to understand how individuals interpret and evaluate observed and experienced inequalities. Even young children think about these issues. Yet, throughout development, individuals must often weigh multiple, potentially conflicting considerations when interpreting, evaluating, and responding to social inequalities and rights violations. In these complex contexts, children and adolescents are neither fully "moral" nor fully "prejudiced." Rather, critical questions for research in this area concern when, why, and for whom young people reject inequalities and support rights, and, by contrast, when, why, and for whom they accept that inequalities and rights violations should be allowed to persist. This paper provides a brief overview of how different conceptions of social inequalities and rights are intrinsically linked together.

The Sexual Rights of Others: Majoritized Women's Support for Marginalized Women's Sexual Rights

Advocates argue that sexual safety, access to sexuality-related services, sexual health and well-being, sexual privacy, and sexual autonomy are universal and inalienable rights of all people. However, for those relegated to the social, economic, and political margins, their sexual rights can only be secured with the support of others. In the current study, we examined whether a sample of 307 majoritized women (i.e., white, cisgender, and heterosexual) would endorse the sexual rights of four theoretical groups of marginalized women: those who identify as lesbian; those with low incomes; those who are adolescents; and those labeled with an intellectual disability (ID). Whereas results indicated broad and equivalent support for the sexual rights of lesbians and low-income women, participants were somewhat equivocal about the sexual rights of ID-labeled women and least supportive of the sexual rights of adolescent women. We consider how protectionist attitudes toward adolescent and ID-labeled women may explain these findings and ultimately undercut their sexual rights. Rather than restrict the rights of marginalized women, even in the interests of protection, we advocate committing energy and resources to reducing their vulnerability so that all women may exercise a full complement of sexual rights.

Social background concealment among first-generation students: The role of social belonging and academic achievement concerns

Although higher education has become more accessible to people from lower socioeconomic backgrounds, the transition to university is more difficult for first- compared to continuing-generation students. Previous research showed that social identity processes are key to understand differences between first- and continuing-generation students’ experiences at university. In the present paper, we argue that social background identity concealment may occur as a coping process among first-generation students. A longitudinal study among 829 first-year university students showed that first-generation students indeed concealed their social background at university more than continuing-generation students. This was especially the case when they had experienced concerns about their social belonging at university, indicating that identity concealment resulted from concerns to fit in at university. Finally, social background concealment was related to a decrease in well-being, suggesting that concealment is a costly social identity management strategy. Instead, universities should put in efforts to increase first-generation students’ sense of belonging.

Promoting Fair and Just School Environments: Developing Inclusive Youth

Incidents of prejudice and discrimination in K-12 schools have increased over the past decade around the world, including the U.S. In 2018, more than two-thirds of the 2,776 U.S. educators surveyed reported witnessing a hate or bias incident in their school. Children and adolescents who experience prejudice, social exclusion and discrimination are subject to compromised well-being and low academic achievement. Few educators feel prepared to incorporate this topic into the education curriculum. Given the long-term harm related to experiencing social exclusion and discrimination, school districts need to create positive school environments and directly address prejudice and bias. Several factors are currently undermining progress in this area. First, national debates in the U.S. and other countries has politicized the topic of creating fair and just school environments. Second, the Covid pandemic has interrupted children's and adolescents' education by halting academic progress which has particularly negatively affected students from marginalized and ethnic/racial minority backgrounds. Third, teachers have experienced significant stress during Covid-19 with an increase in anxiety around virtual instruction and communication with parents. Three strategies recommended to address these converging problems include creating inclusive and non-discriminatory policies for schools, promoting opportunities for intergroup contact and mutual respect, and implementing evidence-based, developmentally appropriate education programs designed to reduce prejudice, increase ethnic and racial identity, and promote equity, fairness and justice in school environments.

Psychological Resources as a Buffer Between Racial/Ethnic and SES-based Discrimination and Adolescents' Academic Well-being

While the detrimental consequences of racial/ethnic discrimination for adolescent well-being are well-established, less is known about the impact of SES-based discrimination and the potential protective benefits of adolescents' intraindividual assets. The current study addressed these gaps by investigating the longitudinal associations between racial/ethnic and SES-based educator-perpetrated discrimination and adolescents' academic well-being and assessed whether psychological resources moderated these pathways. To do so, the study used longitudinal data from a diverse sample of 750 9^th grade students (54% female; 41% White, 34% Latina/o/x, 8% Asian American, 6% African American, 11% biracial/other race/ethnicity; 43% had parents with an associate's degree or less) in the Southwestern U.S. who were subsequently surveyed one year later. Educator-perpetrated racial/ethnic discrimination was negatively associated with students' school engagement, and both psychological resilience and self-efficacy emerged as protective for students' educational expectations in the face of racial/ethnic and SES-based discrimination, respectively. The results of the current study highlight the role of discriminatory treatment in educational disparities and provide insights on effective coping strategies to combat the negative impacts of discrimination in academics.

Class, partisanship and the great recession: the conflicting influences on attitudes towards inequality during economic crises

While some scholars suggest that critical attitudes towards inequality follow the class gradient during recessions, others find that classes are largely unresponsive. In this article, I consider how party affiliation interacts with class to shape perceptions of inequality during a recession. I argue that it is important to look at the interplay between class and partisanship to better understand individual views towards inequality during times of economic crises. Leveraging data from the International Social Survey Programme before and after The Great Recession, I find that the recession did not raise awareness of inequality across classes. This is because party affiliation moderates the relationship differently according to class. Specifically, party affiliation is more important in shaping the inequality views for the upper class and less so for the working class. Future research needs to consider the interplay between class and politics when exploring how inequality attitudes respond to economic crises.

How Fair is Economic Inequality? Belief in a Just World and the Legitimation of Economic Disparities in 27 European Countries

This article aims to examine the role of Belief in a Just World (BJW) in the legitimation of economic inequality. Using data from 27 European countries (N=47,086), we conducted multilevel analyses and found that BJW positively predicted the legitimation of economic inequality, measured by three indicators: the perceived fairness of the overall wealth inequality, and the fairness of the earnings made by the Top 10% and the Bottom 10% of society. These results persisted after controlling for individual- and country-level variables. Moreover, the BJW effect was stronger on the legitimation of the Bottom 10% incomes, compared to the legitimation of the Top 10%. We also found that economic inequality at the country-level reduced the BJW effect on legitimation of inequality. Finally, BJW displayed a negative indirect effect on support for redistribution, via the legitimation of economic inequalities.

Nursing students' perceptions of substance abusers: The effect of social status on stigma

The stigma associated with drug addiction in the U.S. has been found to be a deterrent for individuals seeking treatment (SAMHSA, 2013). This experimental vignette study examined substance abuse stigma toward a hypothetical heroin addict ("John") in a sample of 62 nursing students who were given different occupational information about John to manipulate their perceptions of his social status. Each study participant read one of three vignettes in which John was portrayed as high-status (mayor of a large city), low-status (restaurant table busser), or unspecified status (no occupational information provided). Findings indicated that high social status resulted in significantly less substance abuse stigma than low social status. There was no significant difference in substance abuse stigma between the low-status condition and the condition in which social status was unspecified. This supports the conclusion that knowledge of John's heroin addiction effectively established his social status as low. The study also showed that the fact of John's addiction alone outweighed contradictory occupational information in determining his perceived social status.

Differences in length of stay and discharge destination among patients with substance use disorders: The effect of Substance Use Intervention Team (SUIT) consultation service

BACKGROUND

Addiction medicine consultation services (ACS) may improve outcomes of hospitalized patients with substance use disorders (SUD). Our aim was to examine the difference in length of stay and the hazard ratio for a routine hospital discharge between SUD patients receiving and not receiving ACS.

METHODS

Structured EHR data from 2018 of 1,900 adult patients with a SUD-related diagnostic code at an urban academic health center were examined among 35,541 total encounters. Cox proportional hazards regression models were fit using a cause-specific approach to examine differences in hospital outcome (i.e., routine discharge, leaving against medical advice, in-hospital death, or transfer to another level of care). Models were adjusted for age, sex, race, ethnicity, insurance status, and comorbidities.

RESULTS

Length of stay was shorter among encounters with a SUD that received a SUIT consultation versus those admissions that did not receive one (5.77 v. 6.54 days, p<0.01). In adjusted analyses, admissions that received a SUIT consultation had a higher hazard of a routine discharge [hazard ratio (95% confidence interval): 1.16 (1.03-1.30)] compared to those not receiving a SUIT consultation.

CONCLUSIONS

The SUIT consultation service was associated with a reduced length of stay and an increased hazard of a routine discharge. The SUIT model may serve as a benchmark and inform other health systems attempting to improve outcomes in SUD patient cohorts.

Children's Intergroup Attitudes: Insights From Iran

Children generally favor individuals in their own group over others, but it is unclear which dimensions of the out-group affect this bias. This issue was investigated among 7- to 8-year-old and 11- to 12-year-old Iranian children (N = 71). Participants evaluated in-group members and three different out-groups: Iranian children from another school, Arab children, and children from the United States. Children's evaluations closely aligned with the perceived social status of the groups, with Americans viewed as positively as in-group members and Arabs viewed negatively. These patterns were evident on measures of affiliation, trust, and loyalty. These findings, which provide some of the first insights into the social cognition of Iranian children, point to the role of social status in the formation of intergroup attitudes.

Vertical and horizontal inequality are status and power differences: applications to stereotyping by competence and warmth

Status (respect, prestige) and power (resource control) arguably form two kinds of inequality. Status differences appear culturally reasonable as vertical inequality-with a common rationale: meritocracy (deservingness). High-status individuals and groups are accorded competence. Status differences divide people by inequality, but so do differences in power (sharing resource control). Power-sharing (or not) can be cooperative, peer interdependence, tending toward equality, or competitive rivalry, negative interdependence, tending toward inequality. This kind of (in)equality-power-sharing (or not)-theoretically differs from vertical status differences. Orientation to power-sharing thus is horizontal (in)equality. One end creates competitive friction among the distrusted and dissimilar. At the other end, horizontal equality creates mutual cooperation of the warm, similar, and familiar. Distinguishing status and power differences broadens inequality's scope.

Implications of intersecting socioeconomic and racial-ethnic identities for academic achievement and well-being

The evolving study of identity development has become increasingly attentive to the ways that young people think about their socioeconomic and racial-ethnic identities. The status-based identity framework provides one way to analyze the implications of these dynamic identities, particularly as people approach young adulthood. For students from low socioeconomic status (SES) backgrounds, the experience of socioeconomic mobility can accompany an aversive sense of uncertainty about their own SES, termed status uncertainty, with potential negative implications for their academic behaviors and outcomes. A longitudinal study and experiment demonstrate some of these consequences and suggest how intersections between socioeconomic and racial-ethnic identities may be associated with well-being. This perspective on the dynamic identities of young people calls for consistent attention to the various levels of context that can be leveraged to support positive development, effective goal pursuit, and desired life trajectories.

Agency Is Everywhere, but Agency Is Not Enough: A Conceptual Analysis of Young Women's Sexual Agency

Through a conceptual analysis of sexual agency, I consider the limitations and distortions of what we typically recognize as agency and whom we recognize as agents. I argue that the dominant perspective of sexual agency as an outward performance of an internal attribute both: underestimates its presence, blinding us to the many manifestations of agency, including among girls imagined to have none; and overestimates its potency, insinuating that individual will is enough to fend off sexual vulnerability forged by social injustice. Instead, I recommend a theoretical lens that permits us to see girls' sexual agency as a matter of fact, evident even among those who are compelled by social and material conditions to exercise it through sexual compliance, compromise, and concession. Accepting sexual agency as ubiquitous among young women can help reorient attention and action away from changing girls and instead toward changing the pervasive, systemic threats to their well-being, sexual and otherwise.

Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging

Low socioeconomic status (SES) students have a lower sense of belonging to college than high-SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low-SES students in the college context also perceive themselves as having lower prestige than their high-SES counterparts. Thus, in the present research, we tested perceived prestige as a mediator of the link between subjective SES and sense of belonging to college. We conducted 3 studies in 2 different countries (USA and China), and these investigations provided evidence that the lower students’ subjective SES, the lower their self-attributed prestige, and that prestige mediated the relation between students’ subjective SES and their sense of belonging to college. The implications of these findings for understanding the collegiate experience of low-SES students are discussed.

Stereotype Content: Warmth and Competence Endure

Two dimensions persist in social cognition, whether people are making sense of individuals or groups. The Stereotype Content Model terms the basic dimensions perceived warmth (trustworthiness, friendliness) and competence (capability, assertiveness). Measured reliably and validly, these Big Two dimensions converge across methods: survey, cultural, laboratory, and biobehavioral approaches. Generality across place, levels, and time further support the framework. Parallel pairs have emerged repeatedly over the history of psychology and in current theories. The SCM proposes and tests a comprehensive causal theory: perceived social structure (cooperation, status) → stereotypes (warmth, competence) → emotional prejudices (pride, pity, contempt, envy) → discrimination (active and passive help and harm). The SCM uncovers systematic content and dynamics of stereotypes, with practical implications.