Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： How to reduce social class disparities in health and education and improve social equality has drawn widely concerns across the world. Among current approaches in social class psychology, the sociocultural perspective emphasizes on how social class contexts shape the self and corresponding patterns of thinking, feeling, and acting. Starting from the class-specific self, sociocultural perspective further provides systematic explanations on how social class culture is produced and maintained (i.e., social class cycles), as well as difference education as a means to improve the adaptations of the lower-class. These theoretical perspectives incorporate and extend previous key tenets of the individual and structural models of behavior. In addition, the sociocultural perspective provides new tools for developing social-psychological interventions which aim at reducing social class disparities in health and education. Future research from the sociocultural perspective could focus on sinicization of the theory and corresponding interventions, integration with other approaches in social class psychology and social justice perspective, and examining the effects of social mobility and cultural change on social class psychology.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Warmth and competence are the two fundamental dimensions (i.e. Big Two) in social cognition. According to the Dual Perspective Model (DPM), warmth is the primacy of the Big Two and the Big Two are differentially linked to the actor (self) vs. observer (other) perspectives. In the observer perspective, warmth is more relevant and more important; whereas in the actor perspective, competence is more relevant and more important. Another domain of literature on social class psychology suggested that lower-class individuals were more sensitive to external environment and valued interdependent self; whereas upper-class individuals were more self-focused and valued independent self. The current study combined these two domains of literature and examined possible moderating role of social class on the link between the Big Two and the actor vs. observer perspectives. Specifically, we hypothesized that both lower-class individuals and upper-class individuals would value warmth more than competence in evaluating others, and this primacy of warmth would be more evident for lower-class individuals (H1). In contrast, lower-class individuals would also value warmth more than competence whereas upper-class individuals would value competence more than warmth when evaluating themselves (H2). Two studies were carried out to test these hypotheses. In Study 1, 122 undergraduate participants were presented with a list of 8 sentences each describing a behavior of a stranger. The behavioral acts were deliberately chosen to be amenable to both warmth and competence traits. Participants were asked to use a single word to describe the character of the subject in each sentence. Information on participants’ objective socioeconomic status (SES, family income and highest parental education level) was also collected. In Study 2, 137 community participants were asked to rate the importance of 12 traits (6 on warmth dimension, 6 on competence dimension) in evaluating themselves. The MacArthur scale was used to assess participants’ subjective social class rank. In Study 1, more warm words (as compared to words on the competence dimension) were chosen to describe the character of the subjects in the sentences. This pattern was consistent among both lower- and upper-class individuals. In addition, lower-class individuals used significantly more warm words than upper-class participants. In Study 2, lower-class individuals scored significantly higher on warmth than competence. Contrary, upper-class individuals scored significantly higher on competence than warmth. Taken together, findings from these two studies provided evidences to support our hypotheses. The current study contributes to the social cognition literature by integrating the DPM and social class psychology. Social class does influence the primacy of warmth vs. competence as demonstrated previously in DPM. The primacy of warmth in evaluating others is more typical for lower-class individuals and the primacy of competence in evaluating themselves is more typical for upper-class individuals. Moreover, DPM further develops the ideas of social class psychology. Lower-class individuals showing contextual social cognitive tendencies and upper-class individuals showing solipsistic social cognitive tendencies are reflected very well in the primacy of warmth vs. competence in evaluating others vs. themselves. Uncovering the nuances in social cognition between lower and upper classes also provides important practical implications to promote healthy inter-class communications.
Subjects: Psychology >> Social Psychology submitted time 2020-08-08
Abstract： " How to reduce social class disparities in health and education and improve social equality has drawn widely concerns across the world. Among current approaches in social class psychology, the sociocultural perspective emphasizes on how social class contexts shape the self and corresponding patterns of thinking, feeling, and acting. Starting from the class-specific self, sociocultural perspective further provides systematic explanations on how social class culture is produced and maintained (i.e., social class cycles), as well as difference education as a means to improve the adaptation of the lower-class. These theoretical perspectives incorporate and extend previous key tenets of the individual and structural models of behavior. In addition, the sociocultural perspective provides new tools for developing social-psychological interventions which aim at reducing social class disparities in health and education. Future research from the sociocultural perspective could focus on sinicization of the theory and corresponding interventions, integration with other approaches in social class psychology and social justice perspective, and examining the effects of social mobility and cultural change on social class psychology.
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