13. New Working-Class Studies in Higher Education

2019 ◽  
pp. 209-220
Keyword(s):  
Higher Education ◽  
Working Class ◽  
Working Class Studies

Organizing Working-Class Academics: A Collective History

2017 ◽  
Vol 2 (2) ◽  
pp. 168-178
Author(s):  
Allison Hurst ◽  
Tery Griffin ◽  
Alfred Vitale
Keyword(s):  
Higher Education ◽  
College Students ◽  
New York ◽  
Working Class ◽  
Special Section ◽  
Upstate New York ◽  
The Us ◽  
Working Class Studies ◽  
Key Questions

In 2008, the Association of Working-Class Academics was founded in upstate New York by three former members of the Working-Class/Poverty-Class Academics Listserv. The Association had three goals: advocate for WCAs, build organizations on campuses that would support both working-class college students and WCAs, and support scholarship on issues relevant to class and higher education. The Association grew from a small handful to more than 200 members located in the US, UK, Australia, Canada, and Germany. In 2015, it was formally merged with the Working-Class Studies Association, and continues there as a special section for WCSA members. This is our collective account of the organization, told through responses to four key questions. We hope this history will provide insight and lessons for anyone interested in building similar organizations.

Firoz Uncle

2017 ◽  
Vol 14 (1) ◽  
pp. 108-115
Author(s):  
Sreejith Murali
Keyword(s):  
Higher Education ◽  
Working Class ◽  
Social Life ◽  
After School ◽  
Muslim Community ◽  
Educational Failure ◽  
The World ◽  
Mumbai City

This article focuses on the educational efforts of Syed Firoz Ashraf in the East Jogeshwari area of Mumbai and places his work in the context of the increasing communalisation of social life and education in a poor working class suburb in Mumbai city. Muslim community has been ghettoised in the metropolis to specific areas especially since the riots of 1992-93, increasing their vulnerability. For more than twenty years ‘Uncle’, as he is affectionately called, has been running after-school classes for children from the working class neighbourhoods of Jogeshwari and Juhu Lane. He has worked within the system to enhance opportunities for higher education for children, and to end the humiliation and indignity associated with educational failure. As Uncle says, there is hope as more and more children break out of the confines of their locality and step out into the world through higher education.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

scholarly journals Social-Class Disparities in Higher Education and Professional Workplaces: The Role of Cultural Mismatch

2018 ◽  
Vol 28 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
Andrea G. Dittmann
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Working Class ◽  
Cultural Models ◽  
Cultural Barriers ◽  
Cultural Barrier ◽  
Cultural Mismatch ◽  
Cultural Ideal ◽  
Key Sites ◽  
And Performance

Differences in structural resources and individual skills contribute to social-class disparities in both U.S. gateway institutions of higher education and professional workplaces. People from working-class contexts also experience cultural barriers that maintain these disparities. In this article, we focus on one critical cultural barrier—the cultural mismatch between (a) the independent cultural norms prevalent in middle-class contexts and U.S. institutions and (b) the interdependent norms common in working-class contexts. In particular, we explain how cultural mismatch can fuel social-class disparities in higher education and professional workplaces. First, we explain how different social-class contexts tend to reflect and foster different cultural models of self. Second, we outline how higher education and professional workplaces often prioritize independence as the cultural ideal. Finally, we describe two key sites of cultural mismatch—norms for understanding the self and interacting with others—and explain their consequences for working-class people’s access to and performance in gateway institutions.

LEISURE CULTURE OF EMPLOYEES OF HIGHER EDUCATION IN SARATOV IN THE 1920S

2021 ◽  
pp. 54-64
Author(s):  
Elmira F. Abubikerova ◽  
Keyword(s):  
Higher Education ◽  
Working Class ◽  
Higher Education Institutions ◽  
Private Life ◽  
Teaching Staff ◽  
Main Attention ◽  
World Views ◽  
Spiritual World ◽  
Life Path ◽  
Revolutionary Period

The article is analyzing the organization of the off-hours time for employees in higher education institutions of Saratov in the 1920s. Based on original sources, the author reveals the main types of leisure of the teaching staff. In the period under review, a lot of the old, traditional still existed in the nonprofessional activities of lecturers, which, due to objective reasons of that time, underwent some changes. Since leisure remained an integral part of private life, it was impossible to completely abandon it, although in comparison with the pre-revolutionary period there was less and less space for it. The issues of the spiritual world, views on the surrounding reality, reflections on the life path of life and credo – all that faded into the background, the lecturers had to solve the acute issues of a half-starved existence, and sometimes to wage an actual struggle for survival. When comparing the leisure of scientists and the working class people, there is a difference in their quality content and in specific types of pastime. The main attention is focused on considering the factors that influenced changes in the forms of spending free time by scientists during the 1920s.

Sign in / Sign up

Export Citation Format

Share Document