(1983). Men and Women Graduate Students: Who Succeeds and Why? The Journal of Higher Education: Vol. 54, No. 6, pp. 629-648.

Men and Women Graduate Students: Who Succeeds and Why?.

http://static1.1.sqspcdn.com/static/f/1212067/16401000/1328304882080/Houle2011.pdf?token=vKfpjs4Z3sHW6B9Sotpmr91mHCo%3D

The psychological impact of intragenerational social class mobility

http://static1.1.sqspcdn.com/static/f/1212067/16401007/1328304890653/HouleMartin2011.pdf?token=XswJJc374ugaCHSTs0T3bvgbx1w%3D

Does intergenerational mobility shape psychological distress? Sorokin revisited

A fundamental aspect of the general study of undergraduate college students is the nature of individual student change and stability during matriculation. An often-used theoretical orientation within which to analyze this change and stability is focused on the personality development of the student. The language that describes the phenomena of interest varies: "personality growth," "natural growth," "increase in level of maturity," "self-actualization," "resolution of identity crisis," "stabilization of ego identity," "development of ego-identity status," and similar phrases. Although these various terms do not have exactly the same referent, the phenomenon that each of them circumscribes does fall within a general developmental model. The application of this framework to college students no doubt owes much of its popularity to the fact that it extends to late adolescence and early adulthood a theoretical approach that is widely used in analyzing the period of infancy, childhood, and early adolescence. Moreover, the use of this framework contributes to the increas-

Some Theoretical Approaches to the Study of Change and Stability of College Students

Hindsight distortion was examined in the context of the 1982 Hawaiian gubernatorial election by obtaining estimates from 474 persons either prior or after the election. Two motivational factors (global self-esteem and political involvement) were also measured. Despite the accuracy of subjects in foresight, hindsight distortion was demonstrated. The most pronounced effect was exhibited in the subjects' degree of confidence which was significantly (p < .0001) higher in hindsight than in foresight. There was no mediation by global self-esteem or by political involvement. The findings support that hindsight distortion occurs because of biases in information processing, rather than through mediation by motivational factors.

Hindsight Distortion: “I knew-it-all along and I was sure about it”1

Sociologists often view the process of social mobility as being socially and psychologically disruptive to the mobile person. This article tests that hypothesis with a group of socially mobile college students. Far from displaying psychological symptoms of marginality, however, students from lower-status backgrounds were found to have equally high grades as upper-middle-status students; nor were they more troubled by worries. They displayed no higher symptoms of anxiety, did not harbor a lower self-concept, and did not feel socially rejected. Data on social relationships show that when students from working-status backgrounds go to a public university, they actually experience social continuity rather than disjuncture and marginality. The suggestion is made that mobile college students undergo anticipatory socialization, while in high school, and that those attending public universities experience sufficient social continuity to become assimilated into upper-middle-status positions without major disruption.

The Effects of Upward Mobility: A Study of Working-Status College Students.

Present trends in American society indicate an increasing need for persons with graduate and professional degrees. This study examines the roles of sex, time of marriage, socioeconomic status background, and academic ability in determining who intends and who obtains postgraduate education. Data were obtained from a longitudinal study of a representative sample of undergraduates from a major university. Men were found to be more likely than women to obtain graduate or professional education. For men, high academic ability was the primary factor in determining who obtained postgraduate education; for women, a late marriage, low socioeconomic status and high ability were about equally associated with obtaining postgraduate education. Both college women and low status college men were relatively unable to anticipate their eventual educational attainments.

Eldon L. Wegner

Papers

The Effects of Upward Mobility: A Study of Working-Status College Students.

Some Factors in Obtaining Postgraduate Education.