The Cultural Mismatch Model

Rather than using demographic characteristics as status-latent variables to investigate the effects of status dissimilarity as relational demography literature does, this research directly investigates status that is defined as the respect ones receive from others within a group, and examine the implications of status dissimilarity in groups. It is hypothesized that the interaction between status dissimilarity and individual status level is negatively associated with group members’ identification through the mechanism of emotions. And the effects are believed to be stronger for relatively higher status members. Based on a sample of MBA students, the hypotheses are mostly supported: being different from others in status could cause more low

Students of a lower socioeconomic background have a more difficult social adjustment than students of higher social class. Therefore, their social class inhibits their social life by making it harder to integrate into college and find a sense of

Additionally, in “First-Generation Undergraduate Students and the Impacts of the First Year of College” Ryan Padgett (2012) explained that students whose parents went to college scored higher on cognitive and critical thinking test than a first generation college student (p. 259). The study finds that the student begins college at a disadvantage than their counterparts because with no prior knowledge of their new surroundings, causing longer time to adapt. In addition, Ryan Padgett (2012) found that first generation student seems to be more unprepared to interact with faculty upon entering college than students whose parents went to college (p.261). The disadvantage a first-generation student faces upon entering college is due to the lack of contact with individuals who fall outside their parent’s social

This goes to show that people who go to college earn more money then people who do not. In 2016, the average income for people 25 years old and older with a high school diploma was $35,615, while the income for those with a bachelor's degree was $65,482, and $92,525 for those with advanced degrees(Is a college). This difference is a significant difference and it is also a motivation for so people to go to college. The lifetime income of families headed by individuals with a bachelor's degree will be about $1.6 million more than the incomes of families headed by those with a high-school diploma, according to the Postsecondary Education Opportunity Research Letter(Hansen). This states that people who have a bachelor's degree make on average, more money than people who do not have the degree.

In my locality there are various social inequality in many different races, class, gender, and sexuality. The education system is continually is being introduced to ensure improvement. By observing the education institutions all of the races and their cultures are very alive and present in the city. When observing the people with education and having employment, I have found I have seen that they have hire more employees that have only a high school graduate more that someone that has a lease a bachelor’s degree or higher. This is because the people that has have high school diploma has exceed the number of person that have a bachelor’s degree by margin of error +/-10.8 (high school) than the number person with a bachelor degree with a margin of error +/- 2.6.

As pointed out in the article, “Culture-Fair Cognitive Ability Assessment: Informative Processing and Psychophysiological Approaches” more ethnic students are placed in special education programs and a very low number of ethnic students are placed in gifted programs. Caucasian American students usually score higher on standardized intelligence tests compared to both African American and Mexican American students which questions a bias in said testing. The article goes on to test this bias by

The purpose of our research study was to discover if our hypothesis was probable. Our hypothesis looked to confirm that there will be a negative relationship between perceived critical thinking ability of peers and rank. Specifically, perceived critical thinking ability of peers will decrease consistently from freshmen-level through senior-level. Our research consisted of 71 participants who’s results indicated our hypothesis to be true. Their results showed that undergraduate students perceived themselves as possessing higher critical thinking ability than their peers.

College graduates have lower proverty rates than who did not went to college. In source 4, it say that people who have a college degree are on a path of finanicial stability and success. This show that people who have a higher education make more money than those who did not in longterm. Many agrue that college graduates are having trouble to pay back student loan. However, many would eventually able to pay it back

In other words, there is a bi-linear relationship between educational inequality and social-economical inequality that each can be doubled by the intensity of the other. In context of multicultural classrooms, also, inequality can be more observable. The first step to tackle with inequality in multicultural classrooms can be the study of social classes from different angles by educators and governments. Except economical factors, some other issues can be the sources of social stratification in the society; Variables such as “occupation, life-style, and values” (Waner, et al.,1960) or “race, gender, ethnicity, religion, and exceptionally (Banks & Banks, 1997). Nevertheless, whatever these variables are and how differently scholars classify them indicates the existence and undeniable stratification in the society.

Establishment of Higher Education (HE) is generally recruiting a more diverse student population. This research has specifically examined differences in the undergraduate student experience of direct and re-entry student. 112 undergraduate direct and re-entry student took part in the study. A six part questionnaire was used to investigate the impact of age, gender, past experiences of school and motivations for participating in HE on correct global self esteem, academic self concept and academic stress. Re-entry students reported the most negative experiences of also evidence