The effect of social stratification on college students' deep approaches to learning

Students from socially and economically challenged backgrounds participate in higher education at lower rates than their advantaged peers. Yet, those who decide to attend and successfully navigate the complexities of the college-going process are less likely to enjoy the same economic and social rewards as their privileged counterparts. The majority of research studying the effect of socioeconomic status (SES) on college students has documented vertical measures of social stratification (e.g., future career earnings or graduate school plans). Very few researchers have provided empirical evidence of horizontal social stratification; that is, the effect of SES on the quality of the educational experience.;Major choice and degree aspirations are two educational decisions known to vary by students' social class upbringing. It is unknown, however, if these decisions affect how students' approach learning. It is also unclear if parental education of students directly impacts their decisions to engage learning in a deep way. This is the first study to examine these issues collectively to determine if students are socially stratified in their approaches to learning; thus, providing an example of horizontal stratification.;Hierarchical linear modeling was conducted on student data collected by the National Survey of Student Engagement and Beginning College Student Survey of Student Engagement. Results from the longitudinal study revealed, despite similar levels of educational opportunities and academic abilities, first-generation students generally engaged in deep approaches to learning less than their peers whose parents held a college degree. Also first-generation students tended to hold lower educational aspirations and selected into vocationally-focused majors. Oftentimes, these academic preferences had a negative effect on their deep approaches to learning.;Two important academic preferences were identified as being related to deep approaches to learning. Major choice and degree aspirations may be used by faculty and academic advisors as discussion points to address ill-conceived notions of the college experience. By equipping socially disadvantaged students with a better understanding of the college curriculum and opportunities, they may develop the motivation to approach learning with intentionality more often. Faculty are also encouraged to reflect on ways to foster participation among students from diverse social backgrounds.