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In this theoretical article we present our hypothesis on the incompatibility of the inclusive education policy toward students with special educational needs with the meritocratic principle of education. If considering and recognizing the needs of these students is necessary to achieve a successful inclusive environment, we propose that this goal cannot be achieved within current educational systems driven by a meritocratic ideology. We base our rationale on social psychology theories such as system justification and backlash to argue that such incompatibility is particularly visible during the evaluation process. Finally, if we provide some incentives toward greater inclusion while considering the diverse contradictions such inclusivity generates, we also invite researchers to further empirically examine these contradictions in order to guide policy makers within their choices. [ABSTRACT FROM AUTHOR]

Research on glass cliff political candidacies shows that compared to men, women are more likely to run for office in districts where they are likely to lose. We examined if party differences in whether female candidates face these worse conditions in the United States could account for persistent and growing party and state variation in women's representation. Using election data from 2011 to 2016, we compared Republican versus Democratic candidacies at the state legislative level. We found that women in both parties faced glass cliffs in House races, but not in the Senate. For Republican women, glass cliff conditions accounted for worse election outcomes, but Democratic women were more likely to win when these conditions were considered. Variation in party by state measures of glass cliff effects were also found to explain state variation in women's office holding. We found that for Democrats, more women win when more women run, but for Republicans, more women win only when the seats they face are more winnable. These results point to the role of polarized traditional versus progressive political ideologies in structuring the motives which underlie glass cliff conditions for women in politics, suggesting that practical solutions be tailored to party. To overcome the growing gap in women's representation, current efforts to increase the quantity of women running would be complemented by a focus on improving the quality of contests they face, with Republican women most likely to benefit. Further research attending to the multiple sources of variation which impact gendered election outcomes can inform more targeted solutions for advancing equality. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684321992046 [ABSTRACT FROM AUTHOR]

Low socioeconomic status (SES) students have a lower sense of belonging to college than high-SES students. Due to the importance of sense of belonging in the college pathway, understanding the reason for this relation is particularly important. Here, we argue that in addition to having less access to resources, low-SES students in the college context also perceive themselves as having lower prestige than their high-SES counterparts. Thus, in the present research, we tested perceived prestige as a mediator of the link between subjective SES and sense of belonging to college. We conducted 3 studies in 2 different countries (USA and China), and these investigations provided evidence that the lower students' subjective SES, the lower their self-attributed prestige, and that prestige mediated the relation between students' subjective SES and their sense of belonging to college. The implications of these findings for understanding the collegiate experience of low-SES students are discussed. [ABSTRACT FROM AUTHOR]