necessary for students to attend college, even 50 percent of high school seniors who don't plan to attend college now attend in the next eight years” (p. 3). As a group historically excluded from higher education, the working classes ...
Author: Amy E. Stich
Within the broader context of the global knowledge economy, wherein the "college-for-all" discourse grows more and more pervasive and systems of higher education become increasingly stratified by social class, important and timely questions emerge regarding the future social location and mobility of the working classes. Though the working classes look very different from the working classes of previous generations, the weight of a universal working-class identity/background amounts to much of the same economic vulnerability and negative cultural stereotypes, all of which continue to present obstacles for new generations of working-class youth, many of whom pursue higher education as a necessity rather than a "choice." Using a sociological lens, contributors examine the complicated relationship between the working classes and higher education through students’ distinct experiences, challenges, and triumphs during three moments on a transitional continuum: the transition from secondary to higher education; experiences within higher education; and the transition from higher education to the workforce. In doing so, this volume challenges the popular notion of higher education as a means to equality of opportunity and social mobility for working-class students.
focus on the working-class student as the object of study, the normative and thus empowered status of higher education remains invisible and immune to critique and, consequently, change. The “problem” has been defined in the ...
Author: Terina Roberson Lathe
Publisher: Lexington Books
This book presents a qualitative investigation of community college faculty members’ perceptions of working-class students, focusing on their inability to acknowledge, discuss, and consider the influence of class within the experience of higher education.
Visual Sociology, 15(1), 79–100. Kuipers, G. (2010). Humor Styles and Symbolic Boundaries. Journal of Literary Theory, 3(2), 219–240. Larcombe, P. (2016). I'm a Professor with a Working-Class Accent – Get Over It. Times Higher Education ...
Author: Teresa Crew
Publisher: Springer Nature
This book examines how a working-class habitus interacts with the elite culture of academia in higher education. Drawing on extensive qualitative data and informed by the work of Pierre Bourdieu, the author presents new ways of examining impostor syndrome, alienation and microaggressions: all common to the working-class experience of academia. The book demonstrates that the term ‘working-class academic’ is not homogenous, and instead illuminates the entanglements of class and academia. Through an examination of such intersections as ethnicity, gender, dis/ability, and place, the author demonstrates the complexity of class and academia in the UK and asks how we can move forward so working-class academics can support both each other and students from all backgrounds.
Being-in-motion: The everyday (gendered and classed) embodied mobilities for UK university students who commute. Mobilities, 13(3), 426–440. Jackson, B., & Marsden, D. (1962). Education and the working class. Routledge & Kegan Paul.
Author: Sam Shields
Publisher: Springer Nature
This book explores the experiences of working-class women undergraduates at three universities in the North of England. The author examines the women’s identities, choices and emotions in relation to higher education; and how they reframe their constrained university choices to maximise their chances of academic success. Highlighting differences in working-class women’s learner identities, caring commitments and quests for upwards social mobility, the book offers an understanding of working-class female student journeys and their mixture of compromise, uncertainty and hope. It will be of interest and value to scholars of working-class women students, widening participation, and sociologists of education.
The hidden injuries of class. Cambridge University Press. Shalley, F., Smith, J., Wood, D., Fredericks, B., & Robertson, K. (2019). Understanding completion rates of Indigenous higher education students from two regional universities: A ...
Author: Garth Stahl
This book takes a critical view of masculinities through an investigation of first-in-family males transitioning to higher education. Drawing on six in-depth longitudinal case studies, the focus is on how young men from working-class backgrounds engage with complex social inequalities, as well as the various capitals they draw upon to ensure their success. Through the longitudinal approach, the work problematises the rhetoric of ‘poverty of aspirations’ and foregrounds how class and gender influence the lives and futures of these young men. The book demonstrates how the aspirations of these young men are influenced by a complex interplay between race/ethnicity, religion, masculinity and social class. Finally, the book draws connections between the lived experiences of the participants and the implications for policy and practice in higher education. Drawn from a larger research project, each case study compels the reader to think critically regarding masculinities in relation to social practices, institutional arrangements and cultural ideologies. This is essential reading for those interested in widening participation in higher education, gender theory/masculinities, longitudinal research and social justice.
A Pivotal Moment crystallizes a self in the future and highlights educational achievement as a way to get there. For many working-class minority students, it is not until after an intense academic intervention that they begin setting ...
Author: Roberta Espinoza
While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals.
Mirza, H. S. (2018); Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy, ... Bristol: Policy Press brings Brian Jackson and Dennis Marsden's pioneering Education and the Working Class from 1962 up to ...
Author: Mike Seal
Publisher: Bloomsbury Publishing
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a 'good thing' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined 'assimilation' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
Ease of access and familiar forms of education and training saw college as a realisable next step, but university ... Walkerdine and Jimenez argue that, for the working class, participation in higher education is not necessarily an ...
Author: Kat Simpson
Based on a critical Marxist ethnography, conducted at a state primary school in a former coalmining community in the north of England, this book provides insight into teachers’ perceptions of the effects of deindustrialisation on education for the working class. The book draws on the notion of social haunting to help understand the complex ways in which historical relations and performances, reflective of the community’s industrial past, continue to shape experiences and processes of schooling. The arguments presented enable us to engage with the ‘goodness’ of the past as well as the pain and suffering associated with deindustrialisation. This, it is argued, enables teachers and pupils to engage with rhythms, relations, and performances that recognise the heritage and complexities of working-class culture. Reckoning and harnessing with the fullness of ghosts is essential if schooling is to be refashioned in more encouraging and relational ways, with and for the working class. This text will benefit researchers, academics, and educators with an interest in the sociology of education, and social class and education in particular. Those interested in schooling, ethnography, and qualitative social research will also benefit from the book
... of differing class origins, despite everything that has been done so far in this century to get rid of formal inequalities of access to the more advanced forms of secondary and higher education and despite the considerable expansion ...
Author: Tom Lovett
Publisher: [Nottingham] : Department of Adult Education, University of Nottingham
Category: Adult education
See the reference to “one of our lady students” who had passed the Royal College of Surgeons exam, in Polytechnic Magazine 21 ... For lower- middle-class masculine identities that adjusted to modernity by dignifyirrg married life in the ...
Author: Michele M. Strong
Examining four major institutions, Michele Strong considers the experiences of working men and women, particularly artisans, but also young apprentices and clerks, who travelled abroad as participants in an educational reform movement spearheaded by middle-class liberals.