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This article reviews the psychological barriers faced by low-SES students in higher education compared to high-SES students. It first reviews the psychological barriers faced by low-SES students in university contexts (in terms of emotional experiences, identity management, self-perception, and motivation). Second, the research team highlights the role that university contexts play in producing and reproducing these psychological barriers, as well as the performance gap observed between low- and high-SES students. Finally, they present three examples of psychological interventions that can potentially increase both the academic achievement and the quality of low-SES students’ experience and thus may be considered as methods for change.