More students today are financing college through debt, but the burdens of debt are not equally shared. The least privileged students are those most encumbered and the least able to repay. All of this has implications for those who work in academia, especially those who are themselves from less advantaged backgrounds. Warnock argues that it is difficult to reconcile the goals of facilitating upward mobility for students from similar backgrounds while being aware that the goals of many colleges and universities stand in contrast to the recruitment and support of these students. This, combined…mehr
More students today are financing college through debt, but the burdens of debt are not equally shared. The least privileged students are those most encumbered and the least able to repay. All of this has implications for those who work in academia, especially those who are themselves from less advantaged backgrounds. Warnock argues that it is difficult to reconcile the goals of facilitating upward mobility for students from similar backgrounds while being aware that the goals of many colleges and universities stand in contrast to the recruitment and support of these students. This, combined with the fact that campuses are increasingly reliant on adjunct labor, makes it difficult for the contemporary tenure-track or tenured working-class academic to reconcile his or her position in the academy.
Allison L. Hurst is an assistant professor of sociology at Oregon State University, where she teaches courses on the sociology of education and theory. She is also one of the founders and the current acting president of the Association of Working-Class Academics, an organization composed of college faculty and staff who were the first in their families to graduate from college. She has written two books on the experiences and identity reformations of working-class college students, The Burden of Academic Success: Loyalists, Renegades, and Double Agents (2010) and College and the Working Class (2012). Her current research focuses on the outcomes of college graduates, specifically the role of class and the impact of student debt. Sandi Kawecka Nenga is an Associate Professor of Sociology at Southwestern University in Georgetown, Texas. Her research interests include the sociology of youth, middle school peer cultures, youth engagement, social class as a lived experience, and the educational experiences of first-generation college students. Her research has been published in Journal of Contemporary Ethnography, Qualitative Sociology Review, Sociological Studies of Children and Youth, Journal of Youth Studies, and Childhood: A Global Journal of Child Research. Her current research interests are the experiences of first-generation Latino high school students in a college readiness program.
Inhaltsangabe
Acknowledgments Introduction Allison L. Hurst and Sandi K. Nenga Part One: Research Chapter 1: Class as a Force of Habit: The Social World Embodied in Scholarship Sean McCloud Chapter 2: Controlling for Class - or the Persistence of Classism in Psychology Irene López and Olivia Legan Chapter 3: Class, Academia, and Ontologies of Global Selfhood Sara Appel Chapter 4: Survival Strategies for Working-Class Women as Junior Faculty Members Lynn Arner Part Two: Teaching Chapter 5: Boundary Crossing: Social Class and Race in the Classroom Andrea Lewis Chapter 6: Lessons Learned: How I Unintentionally Reproduce Class Inequality\ Jessi Streib Chapter 7: Making Class Salient in the Sociology Classroom Melissa Quintela Chapter 8: Witnessing Social Class in the Academy Dwight Lang Chapter 9: The Classroom Crucible: Michael Svec and P.L. Thomas Part Three: Work in the Academy Chapter 10: Working-Class, Teaching Class and Working Class in the Academy Krista Soria Chapter 11: "We're All Middle Class Here": Privilege and the Denial of Class Inequality in the Canadian Professoriate Tim Haney Chapter 12: Narrating the Job Crisis: Self-Development or Collective Action? Gretchen Braun Chapter 13: Capitalizing Class: An Examination of Socioeconomic Diversity on the Contemporary Campus Deborah M. Warnock References About the Editors About the Contributors Index
Acknowledgments Introduction Allison L. Hurst and Sandi K. Nenga Part One: Research Chapter 1: Class as a Force of Habit: The Social World Embodied in Scholarship Sean McCloud Chapter 2: Controlling for Class - or the Persistence of Classism in Psychology Irene López and Olivia Legan Chapter 3: Class, Academia, and Ontologies of Global Selfhood Sara Appel Chapter 4: Survival Strategies for Working-Class Women as Junior Faculty Members Lynn Arner Part Two: Teaching Chapter 5: Boundary Crossing: Social Class and Race in the Classroom Andrea Lewis Chapter 6: Lessons Learned: How I Unintentionally Reproduce Class Inequality\ Jessi Streib Chapter 7: Making Class Salient in the Sociology Classroom Melissa Quintela Chapter 8: Witnessing Social Class in the Academy Dwight Lang Chapter 9: The Classroom Crucible: Michael Svec and P.L. Thomas Part Three: Work in the Academy Chapter 10: Working-Class, Teaching Class and Working Class in the Academy Krista Soria Chapter 11: "We're All Middle Class Here": Privilege and the Denial of Class Inequality in the Canadian Professoriate Tim Haney Chapter 12: Narrating the Job Crisis: Self-Development or Collective Action? Gretchen Braun Chapter 13: Capitalizing Class: An Examination of Socioeconomic Diversity on the Contemporary Campus Deborah M. Warnock References About the Editors About the Contributors Index
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