In response to the developing critique of traditional sociological measures of social class, the Differential Status Identity Scale (DSIS) was developed. The DSIS is a measure designed to tap the psychological impact on the individual of belonging to a particular social status. Internal consistency reliability and construct, convergent, and criterion validity of the DSIS were examined for a sample of 454 college students. The present data lent much support to DSIS as a new psychological measure of social status.
Ali, S.R., McWhirter, E.H., & Chronister, K.M. (2005). Self-efficacy and vocational outcome expectations for adolescents of lower socioeconomic status: A pilot study. Journal of Career Assessment, 13, 40-58.
2.
Anderson, M.L., & Collins, P.H. (2001). Conceptualizing race, class, and gender. In M. L. Anderson & P. H. Collins (Eds.), Race, class, and gender: An anthology (4th ed., pp. 67-89). Belmont, CA: Wadsworth.
3.
Argyle, M. (1994). The psychology of social class. London: Routledge & Kegan Paul.
4.
Blustein, D.L., Chaves, A.P., Diemer, M.A., Gallagher, L.A., Marshall, K.G., Sirin, S., et al. (2002). Voices of the forgotten half: The role of social class in the school-to-work transition. Journal of Counseling Psychology, 49, 311-323.
5.
Brown, M.T. (2000). Blueprint for the assessment of socio-structural influences in career choice and decision making. Journal of Career Assessment, 8, 371-378.
6.
Brown, M.T., D'Agruma, H., Brown, A., Sia, A., Yamini-Diouf, Y., Porter, S., et al. (2002, August). Differential status identity: Construct, measurement, and initial validation. Symposium presented during the annual convention of theAmerican Psychological Association, Chicago.
7.
Brown, M.T., Fukunaga, C., Umemoto, D., & Wicker, L. (1996). Annual review, 1990-1996: Social class, work, and retirement behavior. Journal of Vocational Behavior, 49, 159-189.
8.
Fabrigar, L.R., Wegener, D.T., MacCallum, R.C., & Strahan, E.J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4, 272-299.
9.
Fouad, N.A., & Brown, M.T. (2000). The role of race and class in development: Implications for counseling psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (3rd ed., pp. 379-408). New York: John Wiley.
10.
Helms, J.E., & Cook, D.A. (1999). Using race and culture in counseling and psychotherapy: Theory and process. Boston: Allyn & Bacon.
11.
Jackman, M.R., & Jackman, R.W. (1983). Class awareness in the United States. Berkeley: University of California Press.
12.
Lautenschlager, G.S. (1989). A comparison of alternatives to conducting Monte Carlo analyses for determining parallel analysis criteria. Multivariate Behavioral Research, 24, 365-395.
13.
Lee, R.M., & Dean, B.L. (2004). Middle-class mythology in an age of immigration and segmented assimilation: Implications for counseling psychology. Journal of Counseling Psychology, 51, 19-24.
14.
Liu, W.M., Ali, S.R., Soleck, G., Hopps, J., Dunston, K., & Pickett, T. (2004). Using social class in counseling psychology research . Journal of Counseling Psychology, 51, 3-18.
15.
Rossides, D.W. (1990). Social stratification: The American class system in comparative-perspective. Englewood Cliffs, NJ: Prentice Hall.
16.
Rossides, D.W. (1997). Social stratification: The interplay of class, race, and gender (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
17.
Stewart, A., & Ostrove, J. (1993). Social class, social change and gender: Working class women at Radcliff and after. Psychology of Women Quarterly , 17, 475-497.
18.
Super, D.E. (1957). The psychology of careers. New York: Harper & Row.
19.
Tabachnick, B., & Fidell, L. (2001). Using multivariate statistics (4th ed.). Boston: Allyn & Bacon .
