Social Class & Belonging

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    Macalester College

    DigitalCommons@Macalester College

    Faculty Publications Psychology Department

    11-27-2007

    Social class and belonging: Implications for collegeadjustment

    Joan OstroveMacalester College

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    Part of the Higher Education Administration Commons

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    scholarpub@macalester.edu.

    Recommended CitationOstrove, Joan, "Social class and belonging: Implications for college adjustment" (2007).Faculty Publications. Paper 1.hp://digitalcommons.macalester.edu/psycfacpub/1

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    OSTROVE& LONG/ Belonging at College 363

    The Review of Higher EducationSummer 2007, Volume 30, No. 4, pp. 363389Copyright 2007 Association for the Study of Higher Education

    All Rights Reserved (ISSN 0162-5748)

    Social Class and Belonging:Implications for CollegeAdjustmentJoan M. Ostrove and Susan M. Long

    As part of the New York Timess recent Class Matters series, Leonhardt

    (2005) reported on why large numbers of low-income students drop outof college (if they enroll in the first place). The primary subject of his ar-ticle, who left college after his first year in favor of working for pay, saidthat among other reasons for leaving, college never felt like home (p. 88).This paper examines both the ways in which social class background mayserve systematically to structure a sense of belonging among current collegestudents and the implications of this relationship for their adjustment toand performance at college.

    The importance of a sense of belonging for both psychological and physi-

    cal well-being has been well established (Barden, Garber, Leiman, Ford, &Masters, 1985; Hagerty, Lynch-Sauer, Patusky, Bouwsema, & Collier, 1992;Hale, Hannum, & Espelage, 2005; Leary, Tambor, Terdal, Downs, 1995).

    JOAN M. OSTROVE is Associate Professor in the Psychology Department at Macalester

    College, St. Paul, Minnesota. SUSAN M. LONG is a graduate student in the Psychology De-

    partment at the University of Illinois at Chicago. The authors thank Kayla Welle and Brita

    Carlson for their assistance with survey development and data collection. We are grateful

    to Regina Day Langhout and Francine Rosselli for their colleagueship and their generos-

    ity with their work on the Wesleyan Student Experiences Survey. Thanks also to Joi Lewis,Abigail Stewart, and Alyssa Zucker for their assistance with earlier drafts of this manuscript.

    Address queries to Joan M. Ostrove, Department of Psychology, Macalester College, 1600

    Grand Avenue, St Paul, MN 55105; telephone: (651) 6966464; fax: (651) 6966348; email:

    ostrove@macalester.edu.

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    364 THEREVIEWOFHIGHEREDUCATIONSUMMER2007

    Indeed, Baumeister and Leary (1995) have argued that the need to belongrepresents a fundamental human motivation (p. 497). Reviewing an exten-sive body of literature demonstrating important links between the need to

    belong and cognition, emotion, behavior, health, and well-being, Baumeisterand Leary suggested that much of what we understand about human inter-personal behavior can be integrated under the rubric of belonging. Thereare, no doubt, myriad ways in which people derive a sense of belonging andmultiple dimensions along which belonging can be structured.

    DYNAMICSOFBELONGING

    Considerable work has documented the circumstances that facilitate

    belonging (reviewed in Baumeister & Leary, 1995). Developmental researchhas documented not only the factors that influence how young peopledecide whom to include and whom to exclude in their social groups (e.g.,Bagwell, Coie, Terry, & Lochman, 2000), but also the considerable psycho-logical consequences of such behavior, especially for those who are rejected(e.g., Coie & Cillessen, 1993). For example, real or imagined experiences ofsocial rejection induced negative emotional states among second graders;these negative emotional states were remediated by experiences of socialacceptance (Barden et al., 1985). Childhood experiences can also facilitate

    or hinder a sense of belonging, at least in some situations. For example,Hagerty, Williams, and Oe (2002) found that, in a sample of college students,a sense of belonging as an adult was fostered by retrospective assessment of,for example, parental caring and playing a sport in high school. A sense ofbelonging was hindered by family financial problems.

    Group dynamics and group identification also inform a sense of belong-ing. Social identity theory and research on intergroup relationslargelyinspired by Tajfels theory and research (see review in Turner, 1996)docu-mented the processes by which ingroups and outgroups form and, thus, theways in which group identification facilitates or inhibits a sense of belongingto a particular community or group. Tajfels (1970) classic minimal groupparadigm, intended to see how little was required to engender discrimina-tion between groups, has generated enough subsequent research to confirmthe fact that under certain conditions [assignment to groups based oneven trivial criteria] social categorization alonethe mere perception ofbelonging to one group in contrast to anothercan be sufficient for inter-group discrimination in which members favour their own group over theother (Turner, 1996, pp. 1516; emphasis his). Of particular interest hereare the ways in which social structure informs who belongs and who doesnot in any given context. Indeed, Turner described a primary goal of socialidentity theory as an attempt to integrate the psychological core with the

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    OSTROVE& LONG/ Belonging at College 365

    macro-social realities of group life in societies stratified by power, wealthand status (p. 18).

    Using a slightly different theoretical paradigm, Baumeister and Leary

    (1995) suggested that group affiliation patterns may be best understood asinstantiations of the need to belong and that it may be no accident thatpeople seem most likely to be prejudiced against members of groups towhich they have little or no opportunity to belong. Thus, the most commonand widespread bases of prejudice are race, gender, and national origin(p. 521; emphasis ours). Social class is a more complicated variable, usingthe terms of Baumeister and Learys analysis, because, at least in theory,the potential fluidity of class position (i.e., social mobility) affords the op-

    portunityto belong to almost any social class group. Yet such markers of

    class as clothing, speech, and interests are routinely used to describe andidentify people like us (Alvarez & Kolker, 2001) in ways that can proscribe,inhibit, and even prohibit real belonging with respect to social class. (Seealso discussions of moral exclusion, e.g., Opotow, 1990).

    SOCIALCLASSANDBELONGINGINTHECONTEXTOFEDUCATION

    Recent media attention and recent academic scholarship suggest that col-lege is a useful context in which to discuss social class and belonging (see,

    for example, Leonhardt, 2005; Ostrove & Cole, 2003; Reay, Davies, David,& Ball, 2001; Wentworth & Peterson, 2001). For example, a cover story inthe Wall Street Journal(Kaufman, 2001) described how a culture of moneyhighlights [the] class divide at elite universities, where meal plans, dormrooms, and access to computers and cell phones are increasingly visibleindicators of who has and who has no