Becoming a Working-Class Male Adult Learner: Formations of Class and Gender in the Finnish Learning Society

Chapter 6 traces the musical and lyrical developments of honky-tonk in the late 1930s and 1940s with Al Dexter, Ernest Tubb, and Hank Williams and remained a predominant mode of country music after World War II, right when Kitty Wells, Goldie Hill, and Jean Shepard contributed to the musical discourse. These female artists, taking over male-defined and often parodic representations of women, developed narratives that articulated class-specific voices couched in the metaphors of sexual and material desire, heartache, and loss juxtaposed with 1950s ideals of domesticity. Examining the particulars of musical style and vocal expression, this chapter argues that female artists in their various enactments of the honky-tonk angel, the angry, jilted housewife, the single mother, and the forsaken lover disclosed the paradoxes of class and gender and helped to lift the cloak of invisibility shrouding working-class women.

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Life stories: biography and creativity

10.1332/policypress/9781447333524.003.0002 ◽

2020 ◽

pp. 21-44

Author(s):

Paul Thompson ◽

Ken Plummer ◽

Neli Demireva

Keyword(s):

Social Class ◽

Working Class ◽

Second World War ◽

Social Changes ◽

Key Factors ◽

World War ◽

War Experiences ◽

And Gender ◽

University Expansion ◽

Second World

This chapter traces the engine of the pioneers' success and discusses their earlier lives, hinting or reflecting on how these experiences may have shaped their research. It begins by analyzing how the pioneers' were influenced by the communities where they grew up. Looking at the pioneers' families as a whole, even though this generation for which unprecedented university expansion brought rare opportunities for upward mobility, the chapter examines the pioneers' working-class families and old Oxbridge intellectual aristocracy. It notes that some of the key factors which brought them opportunities were due to national social changes and international events. The chapter also looks at how the older generation generally benefitted from Second World War experiences that took them out of their social-class cocoon. The chapter then discusses the pioneers who chose to explore other cultures rather than to research their own communities. It emphasizes social class injustice, racism, and gender injustice.

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Worlds Apart

Front of the House, Back of the House ◽

10.18574/nyu/9781479800612.003.0003 ◽

2020 ◽

pp. 53-81

Author(s):

Eli Revelle Yano Wilson

Keyword(s):

Working Class ◽

Social Organization ◽

The Other ◽

Symbolic Boundaries ◽

Distant Interactions ◽

Latino Workers ◽

And Gender

This chapter brings readers further into the workplace by examining how coworker dynamics reinforce the extant social organization of higher-end restaurants, and ultimately how workers themselves understand their differences. The author details how educated white servers and working-class Latino cooks enact symbolic boundaries against the other that close off two distinct worlds of work by race, class, and gender. The racialized and classed boundaries that employees enact lead to strained and distant interactions, and can disrupt the flow of service in very real ways. More importantly, symbolic barriers decrease the likelihood that workers themselves feel they are able to access jobs for which they do not fit. This disproportionately affects Latino workers by further miring them in the lowest-paying and least visible jobs in the workplace.

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Youth, Dirt, and the Spatialization of Subjectivity: An Intersectional Approach to White Rural Imaginaries

The Canadian Journal of Sociology ◽

10.29173/cjs21199 ◽

2013 ◽

Vol 38 (4) ◽

pp. 623-646 ◽

Cited By ~ 10

Author(s):

Kate Cairns

Keyword(s):

Working Class ◽

Rural Youth ◽

Ethnographic Research ◽

Colonial History ◽

Colonial Legacy ◽

White Settler ◽

Poor White ◽

And Gender ◽

Settler Society ◽

Pure White

Abstract. Canada’s rural idyll is embedded within the colonial legacy of a white settler society; however, little research has examined how class and gender uphold this articulation of rurality and whiteness. This article draws on ethnographic research with white, working-class rural youth to develop an intersectional analysis of rural imaginaries. The analysis shows how youth construct their own rural identities through racialized representations of urban and global “others.” I argue that these racist place-narratives must be understood in the context of competing discourses of rurality in Canada: the romanticized pure white rural of colonial history, and the pathologized poor white rural of a cosmopolitan future. Even as youth locate their gendered performances within the rural idyll, they are marked as “dirts” by their classed, rural status. By inscribing racist discourses onto others, youth resist the classist imagery projected onto their community and thereby re- claim a pure white rural idyll.

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Introducing the Black Male Adult Learner Success Theory

Adult Education Quarterly ◽

10.1177/0741713620959603 ◽

2020 ◽

pp. 074171362095960

Author(s):

Ramon B. Goings

Keyword(s):

Higher Education ◽

Academic Success ◽

Adult Learners ◽

Black Male ◽

Adult Learner ◽

Theoretical Frameworks ◽

Male Adult ◽

Scholar Identity ◽

The Impact ◽

Learner Success

Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting’s scholar identity model and Urie Bronfenbrenner’s bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory.

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