How does social class relate to race, ethnicity, gender, and age in the united states today?

Get help with access

Institutional access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Sign in through your institution

Choose this option to get remote access when outside your institution. Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

1. Click Sign in through your institution.
2. Select your institution from the list provided, which will take you to your institution's website to sign in.
3. When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
4. Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Sign in with a library card

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

1. Click Sign in through society site.
2. When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.
3. Following successful sign in, you will be returned to Oxford Academic.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

Personal account

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

Institutional account management

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Social Identities

Unpacking Teachers' Invisible Knapsacks: Social Identity and Privilege in Higher Education

Bliuc, A. M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology, 31(5), 559-574.

Lyons, E. M., Simms, N., Begolli, K. N., & Richland, L. E. (2018). Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson. Cognitive science, 42(2), 678-690.

Torres, V., Howard-Hamilton, M. F., & Cooper, D. L. (2011). Identity development of diverse populations: Implications for teaching and administration in higher education: ASHE-ERIC Higher Education Report (Vol. 12). John Wiley & Sons.

Wilkins, S., Butt, M. M., Kratochvil, D., & Balakrishnan, M. S. (2016). The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education. Studies in Higher Education, 41(12), 2232-2252.

Race and Ethnicity

Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., ... & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.

Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. (1999). Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ASHE-ERIC Higher Education Report, Vol. 26, No. 8. ERIC Clearinghouse on Higher Education, One Dupont Circle, NW, Suite 630, Washington, DC 20036-1181.

Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565.

Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46(1), 43-61.

Gender

Mengel, F., Sauermann, J., & Zölitz, U. (2017). Gender bias in teaching evaluations. Journal of the European Economic Association.

Pryor, J. T. (2015). Out in the classroom: Transgender student experiences at a large public university. Journal of College Student Development, 56(5), 440-455.

Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (2013). The effects of an academic environment intervention on science identification among women in STEM. Social Psychology of Education, 16(3), 377-397.

Wood, W., & Eagly, A. H. (2015). Two traditions of research on gender identity. Sex Roles, 73(11-12), 461-473.

Socioeconomic Status and Social Class

Langhout, R. D., Rosselli, F., & Feinstein, J. (2007). Assessing classism in academic settings. The Review of Higher Education, 30(2), 145-184.

Thomas, V. & Azmitia, M. (2014). Does class matter? The centrality and meaning of social class identity in emerging adulthood. Identity, 14(3), 195-213.

Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The review of higher education, 27(1), 45-73.

Ward, L., Siegel, M.J., & Davenport, Z. (2012). First-Generation college students: Understanding and improving the experience from recruitment to commencement. San Francisco, CA: Jossey-Bass.

Sexual Orientation

Creating LGBTQ Curriculum and Classroom Resource Guide

Dodge, A. M., & Crutcher, P. A. (2015). Inclusive classrooms for LGBTQ students. Journal of Adolescent & Adult Literacy, 59(1), 95-105.

Dunbar, M. S., Sontag-Padilla, L., Ramchand, R., Seelam, R., & Stein, B. D. (2017). Mental health service utilization among lesbian, gay, bisexual, and questioning or queer college students. Journal of Adolescent Health, 61(3), 294-301.

Fletcher, A. C., & Russell, S. T. (2001). Incorporating issues of sexual orientation in the classroom: Challenges and solutions. Family Relations, 50, 34 – 40.

(Dis)abilities

Brabazon, T. (2015). Enabling university: Impairment,(dis)ability and social justice in higher education. Springer.

Higbee, J. L., Katz, R. E., & Schultz, J. L. (2010). Disability in higher education: redefining mainstreaming. In Proceedings of 2010 IABR & ITLC Conference. Orlando, FL: IABR.

Hong, B. S. (2015). Qualitative analysis of the barriers college students with disabilities experience in higher education. Journal of College Student Development, 56(3), 209-226.

Kendall, L. (2016). Higher education and disability: Exploring student experiences. Cogent Education, 3(1), 1256142.

Religion

Arweck, E. & Nesbitt, E. (2010). Young people's identity formation in mixed-faith families: continuity or discontinuity of religious traditions? Journal of Contemporary Religion, 25, 67-87.

Bruce, S. (2011). Defining religion: a practical response. International review of sociology, 21(1), 107-120.

Edwards, S. (2017). Intergroup dialogue & religious identity: Attempting to raise awareness of Christian privilege & religious oppression. Multicultural Education, 24(2), 18.

Lee, J.J. (2002). Religion and college attendance: Change among students. The Review of Higher Education, 25, 369-384.

Patel, E., Montero, J., Love, C., & Giess, M. E. (2016). Navigating conflicts related to religious and non-religious identity on campus. Journal of College and Character, 17(3), 190-196.

Peek, L. (2005). Becoming Muslim: The development of a religious identity. Sociology of Religion, 66(3), 215-242.

Intersectionality

Clark, C., Sapon-Shevin, M., Brimhall-Vargas, M., McGhie, T., & Nieto, S. (2017). Critical multicultural education as an analytical point of entry into discussion of intersectional scholarship: A focus on race, as well as class, gender, sexuality, dis/ability, and family configuration. Taboo: The Journal of Culture and Education, 16(1), 9.

Crenshaw, K. (1994). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In M. A. Fineman & R. Mykitiuk (Eds.), The public nature of private violence (pp. 93–118). New York: Routledge.

Dee, T. S. (2005). A teacher like me: Does race, ethnicity, or gender matter?. American Economic Review, 95(2), 158-165.

Reimers, F. A., & Stabb, S. D. (2015). Class at the intersection of race and gender: A 15-year content analysis. The Counseling Psychologist, 43(6), 794-821.

What is the relationship between race and social class?

How is social class different from race and gender?

How does race and ethnicity affect society?

How does race and ethnicity play a role in social stratification?