large. Future work should also consider the role of mismatch prior to college (K-12) and after students graduate (Stephens et al., 2014; see also & Chatman, 1996; Schein, 1990; O’Reilly Schneider et al., 2000). Just as the classed cultural environment of college can perpetuate inequality among equally qualified students, so too might classed cultural environments of work organizations perpetuate inequality among equally qualified employees (Coté, 2011; Dittmann, Stephens, & Townsend, 2017; Gray & Kish-Gephart, 2013; Kohn, 2010; Lareau, 2015; Rivera, 2015). Implications Most existing theories of how social class shapes psychological functioning (Belmi & Laurin, 2015; Côté, Piff, & Willer, 2013; Croizet & Claire, 1998; Fiske & Markus, 2012; Kraus & Stephens, 2012; Phillips & Lowery, 2016; Stephens et al., 2014) do not address the question of change. Our results being to address this gap by considering how individuals experience social class change Specifically, as students enter college a gateway institution for upward over time. – mobility we find evidence that cultural mismatch shapes the of their experiences of trajectory – fit over time, in turn shaping their social and academic outcomes (cf. Edwards, 2008). Thus, while some argue that higher education provides students the chance to gain middle- and cultural capital, our results suggest that mismatch experiences can, at least in part, thwart this opportunity (Coleman, 1988; Lamont & Lareau, 1988; Lareau & Calarco, 2012; Reay, Crozier, & Clayton, 2009). Our results also shed light on acculturation as an important component of social people’s mobility experiences. Specifically, we find that class acculturation may be a relatively slow process: social class continue to shape their selves and experiences, even students’ backgrounds as their social class standing, as indicated by obtaining an elite degree, objectively current
large. Future work should also consider the role of mismatch prior to college (K-12) and after students graduate (Stephens et al., 2014; see also O’Reilly & Chatman, 1996; Schein, 1990; Schneider et al., 2000). Just as the classed cultural environment of college can perpetuate inequality among equally qualified students, so too might classed cultural environments of work organizations perpetuate inequality among equally qualified employees (Coté, 2011; Dittmann, Stephens, & Townsend, 2017; Gray & Kish-Gephart, 2013; Kohn, 2010; Lareau, 2015; Rivera, 2015). Implications Most existing theories of how social class shapes psychological functioning (Belmi & Laurin, 2015; Côté, Piff, & Willer, 2013; Croizet & Claire, 1998; Fiske & Markus, 2012; Kraus & Stephens, 2012; Phillips & Lowery, 2016; Stephens et al., 2014) do not address the question of change. Our results being to address this gap by considering how individuals experience social class change over time. Specifically, as students enter college – a gateway institution for upward mobility – we find evidence that cultural mismatch shapes the trajectory of their experiences of fit over time, in turn shaping their social and academic outcomes (cf. Edwards, 2008). Thus, while some argue that higher education provides students the chance to gain middle- and cultural capital, our results suggest that mismatch experiences can, at least in part, thwart this opportunity (Coleman, 1988; Lamont & Lareau, 1988; Lareau & Calarco, 2012; Reay, Crozier, & Clayton, 2009). Our results also shed light on acculturation as an important component of people’s social mobility experiences. Specifically, we find that class acculturation may be a relatively slow process: students’ social class backgrounds continue to shape their selves and experiences, even as their current social class standing, as indicated by obtaining an elite degree, objectively
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