Tag: Poster 104

Thin-Slice Socioeconomic Status: Comparing Thin-Slice and Longer Judgments of SES and the Cues That Inform Them

Presenter(s): Arianna Zarosinski − Psychology

Faculty Mentor(s): Sanjay Srivastava, Bradley Hughes

Poster 104

Research Area: Social Science – Social Psychology

Thin-slice perceptions, or perceptions made of others prior to interaction or after a brief interaction, have been widely studied in personality trait domains. The thin-slice approach has also been used to examine perceptions of social class. Socioeconomic status is an important factor in this discussion, as perceived SES can influence overall perceptions of others. However, few studies on socioeconomic status have been conducted using the thin-slice approach. In this study, we examine whether thin-slice judgements of SES are as accurate as predictions formed from longer observations by comparing thin-slice ratings of 60 second videos with ratings made after a 20-min interaction. We also examine whether observed cues used to express and make judgements of socioeconomic status differ between thin-slice observations (1-minute) and longer (20 minute) observations using a Brunswik lens analysis. This study is preregistered through the Open Science Framework, and a sample of 750 thin-slice ratings of SES and 750 ratings of observed cues are being collected from the University of Oregon Psychology and Linguistics human subject pool. *This is an ongoing study and results will be included in the presentation. It will also be altered to refer to the study in the past tense.

Education as an Equalizer?: Youth Homelessness and Navigating Educational Institutions

Presenter(s): Lily Ritchie

Faculty Mentor(s): CJ Pascoe

Poster 104

 Session: Social Sciences & Humanities

Educational institutions are increasingly improving in supporting students experiencing homelessness. With the installment of the McKinney-Vento Act (1987), schools are able to provide resources and transportation needs to families and youth without a permanent address. However, barriers still remain. The question guiding this sociological research is as follows: how does a youth’s living situation, specifically youth experiencing homelessness, impact their ability to both have access to educational resources and successfully navigate educational institutions? Using qualitative methods, this research explores the differing perspectives of three populations to uncover the implications that living situations have on access to and success in educational settings for homeless families and youth. The three populations interviewed include educators, families and former students that have or are experiencing homelessness, and social workers. Results show that while families experiencing homelessness are supported by schools upon identification, homeless youth who are not identified by educational institutions receive no support. The current educational system relies upon families and students to self identify their homeless condition, which is problematic for those who are hesitant or unable to step forward. Furthermore, data suggests that unless educators are passionate in supporting homeless youth at an administrative level, students do not receive adequate resources to succeed in educational settings. This research suggests, then, that implementing clear standards for administrators to follow as well as the training of properly identifying youth as homeless to receive support is necessary in order for educational institutions to be a source of security and equality for all students.