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Status frustration among college students: The relationship between socioeconomic status and undergraduate performance

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dc.contributor.author O’Donnell, Cullen T.
dc.contributor.author Blankenship, Chastity
dc.date.accessioned 2022-06-23T21:16:31Z
dc.date.available 2022-06-23T21:16:31Z
dc.date.issued 2018-06-03
dc.identifier.citation O’Donnell, C. T., & Blankenship, C. (2018). Status frustration among college students: The relationship between socioeconomic status and undergraduate performance. Deviant Behavior, 39(6), 679-693. https://doi.org/10.1080/01639625.2017.1286197 en_US
dc.identifier.uri https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=psyh&AN=2018-14109-001&site=eds-live&scope=site&custid=s5615486
dc.identifier.uri http://hdl.handle.net/11416/643
dc.description.abstract Cohen’s status frustration theory explains that even though everyone is encouraged to achieve a high status in society, lower-class people have very small chances of successfully doing so. Students from a private college and a public community college were given questionnaires about socioeconomic statuses, college majors, career plans, grades, and participation in delinquent activities. Findings support specific components of Cohen’s theory. Minority and lower-class students participated in more deviant behaviors. Results also revealed significant differences in prestige of career goals between students of different social classes. Finally, there was a significant relationship between perceived opportunities and grade point averages. en_US
dc.language.iso en_US en_US
dc.publisher Routledge en_US
dc.subject College students--Economic conditions en_US
dc.subject Social classes en_US
dc.subject Academic achievement en_US
dc.subject Deviant behavior en_US
dc.title Status frustration among college students: The relationship between socioeconomic status and undergraduate performance en_US
dc.title.alternative The relationship between socioeconomic status and undergraduate performance en_US
dc.type Article en_US


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