Socioeconomic Status as an out-group or in-group affecting campus involvement : A Literature Review
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What will be examined was whether the effects of one's socioeconomic status (SES) plays a role in campus involvement and the role in-groups and out-groups play in student’s college involvement. Through the use of multiple psychology papers, the topic of SES, in-group, out-group, and campus involvement was addressed through a literature review. The literature review looked at the overlapping factors of the topics which in turn gave a deeper understanding as to why SES can be treated as an in-group or out-group in regards to campus involvement. Findings indicated that lower-class students are often integrated in fewer activities than their higher-class counterparts due to certain resources the upper-class students had, including wealth, connections, and time. Often, upper-class students who participated in more than one extracurricular activity are satisfied in their integration into college, whereas their lower counterpart feel invisible due to not finding others like themselves. Often students do not interact with out-group members, instead they stay within their own in-group. If students did interact more often with out-group, members they would be less likely to hold certain biases towards others. The provided information indicates that students higher on the social ladder often have more time to participate on campus than lower-income students. Student’s socioeconomic status (SES) being treated as an in- or out-group seems to affect student’s campus involvement during their education career.
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Socioeconomic Status as an Out Group or In Group Affecting Campus Involvement: A Literature Review Portillo, Julio (Kalamazoo, Mich. : Kalamazoo College, 2019)The literature review examined whether the effects of one's socioeconomic status (SES) plays a role in campus involvement and the role in groups and out groups play in student’s college involvement. Findings indicated ...