University Academic Culture, Gender Norm Internalization, and Family Social Background as Determinants of Students’ Social Mobility: The Mediating Role of Student Social Integration

Abstract

This study examines how sociological factors within higher education shape students’ social mobility. Grounded in education sociology and gender sociology, the research investigates the effects of university academic culture, gender norm internalization, and family social background on mobility outcomes, with student social integration serving as the mediating variable. University academic culture includes academic expectations, peer learning norms, and faculty–student interactions that influence students’ engagement. Gender norm internalization refers to the gendered beliefs and behavioural expectations students adopt through socialization. Family social background represents class-related resources such as parental education, cultural exposure, and social networks. Using a quantitative approach, data were collected from students in public universities to assess how these variables shape their integration into academic and social communities. The findings show that all three independent variables significantly predict student social integration, which in turn enhances social mobility. Mediation analysis confirms that social integration functions as a key pathway through which university culture, gendered identities, and family social structure influence mobility outcomes. The study highlights the role of sociological processes operating within universities in shaping students’ opportunities for upward mobility.