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Journal articles on the topic 'Higher education and working class'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lovett, Trevor, and Nadia Lovett. "Academic Alien: Portrait of a Working-Class Man‟s Higher Education Experience." International Journal of Social Science and Humanity 6, no. 2 (2016): 145–48. http://dx.doi.org/10.7763/ijssh.2016.v6.634.

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2

Walkerdine, Valerie. "Neoliberalism, working-class subjects and higher education." Contemporary Social Science 6, no. 2 (2011): 255–71. http://dx.doi.org/10.1080/21582041.2011.580621.

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3

Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.

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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.

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4

Shields, Sam. "Working-Class Minority Students’ Routes to Higher Education." International Journal of Lifelong Education 32, no. 6 (2013): 839–41. http://dx.doi.org/10.1080/02601370.2013.849049.

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5

Bamber, John, Lyn Tett, Elspeth Hosie, and Alan Ducklin. "Resistance and determination: working class adults in higher education." Research in Post-Compulsory Education 2, no. 1 (1997): 17–29. http://dx.doi.org/10.1080/13596749700200002.

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6

Doran, Erin E. "The working-class student in higher education: addressing a class-based understanding." Community College Journal of Research and Practice 43, no. 4 (2018): 317–18. http://dx.doi.org/10.1080/10668926.2018.1549070.

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7

Rosenthal, Penny J. "Media Review: Working-Class Minority Students' Routes to Higher Education." Journal of Student Affairs Research and Practice 51, no. 1 (2014): 101–2. http://dx.doi.org/10.1515/jsarp-2014-0009.

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8

Evans, Sarah. "In a Different Place: Working-class Girls and Higher Education." Sociology 43, no. 2 (2009): 340–55. http://dx.doi.org/10.1177/0038038508101169.

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9

Brook, Heather, and Dee Michell. "Learners, learning, learned: class, higher education, and autobiographical essays from working-class academics." Journal of Higher Education Policy and Management 34, no. 6 (2012): 587–99. http://dx.doi.org/10.1080/1360080x.2012.716021.

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10

Moreau, Marie‐Pierre, and Carole Leathwood. "Balancing paid work and studies: working (‐class) students in higher education." Studies in Higher Education 31, no. 1 (2006): 23–42. http://dx.doi.org/10.1080/03075070500340135.

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11

Reay, Diane. "Class, Authenticity and the Transition to Higher Education for Mature Students." Sociological Review 50, no. 3 (2002): 398–418. http://dx.doi.org/10.1111/1467-954x.00389.

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The stated UK Government policy on Higher Education is to attract increasing numbers of non-traditional applicants to Higher Education. Mature students are positioned as key within this policy initiative. However, the statistics suggest that recent policy changes have made it more rather than less difficult for non-traditional students to attend university. This paper explores some of the sociological and psychological processes which make working-class transitions to higher education problematic by focusing on the narratives of 23 mature students attending an inner London Further Education co

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Reay, Diane, Gill Crozier, and John Clayton. "‘Fitting in’ or ‘standing out’: working‐class students in UK higher education." British Educational Research Journal 36, no. 1 (2010): 107–24. http://dx.doi.org/10.1080/01411920902878925.

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Loveday, Vik. "Working-Class Participation, Middle-Class Aspiration? Value, Upward Mobility and Symbolic Indebtedness in Higher Education." Sociological Review 63, no. 3 (2015): 570–88. http://dx.doi.org/10.1111/1467-954x.12167.

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14

Stephens, Nicole M., Sarah S. M. Townsend, and Andrea G. Dittmann. "Social-Class Disparities in Higher Education and Professional Workplaces: The Role of Cultural Mismatch." Current Directions in Psychological Science 28, no. 1 (2018): 67–73. http://dx.doi.org/10.1177/0963721418806506.

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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

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15

Crozier, Gill, Diane Reay, and John Clayton. "Working the Borderlands: working-class students constructing hybrid identities and asserting their place in higher education." British Journal of Sociology of Education 40, no. 7 (2019): 922–37. http://dx.doi.org/10.1080/01425692.2019.1623013.

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16

Aronowitz, Stanley. "Between Nationality and Class." Harvard Educational Review 67, no. 2 (1997): 188–208. http://dx.doi.org/10.17763/haer.67.2.741nl2555v5x7713.

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In this article, Stanley Aronowitz argues that "American" ideology contains two elements. First, the United States is believed to confer equality of opportunity on each citizen. Second, unlike other advanced industrial nations, the United States is considered an "open society" that allows and promotes social mobility. In this paradigm, racial minorities and women have the same chances to escape the ranks of the working poor as White men. Aronowitz uses a class-based analysis nested within ethnicity to expose the fallacy of this ideology. Since higher education is most often pointed to as a sou

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17

Snyder-Hall, Claire. "What’s the Matter with College? Exploring White Working-Class Resentment Towards Higher Education." New Political Science 40, no. 3 (2018): 605–12. http://dx.doi.org/10.1080/07393148.2018.1488095.

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18

Bamber, John, and Lyn Tett. "Opening the doors of higher education to working class adults: a case study." International Journal of Lifelong Education 18, no. 6 (1999): 465–75. http://dx.doi.org/10.1080/026013799293522.

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19

Webber, Douglas A. "A Growing Divide: The Promise and Pitfalls of Higher Education for the Working Class." ANNALS of the American Academy of Political and Social Science 695, no. 1 (2021): 94–106. http://dx.doi.org/10.1177/00027162211026199.

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This article is an analysis of recent dynamics in U.S. higher education, paying particular attention to how the market for higher education has changed since the Great Recession and how those changes have affected the working class. I examine the evolution of higher education over the past decade from the perspectives of both students and institutions, and document ways in which the Great Recession exacerbated inequality in access to college and outcomes among those who attend. While the expected return to attending college remains high, the downside risk (driven largely by student debt and a

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20

Loveday, Vik. "Embodying Deficiency Through ‘Affective Practice’: Shame, Relationality, and the Lived Experience of Social Class and Gender in Higher Education." Sociology 50, no. 6 (2016): 1140–55. http://dx.doi.org/10.1177/0038038515589301.

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Based on empirical research with participants from working-class backgrounds studying and working in higher education in England, this article examines the lived experience of shame. Building on a feminist Bourdieusian approach to social class analysis, the article contends that ‘struggles for value’ within the field of higher education precipitate classed judgements, which have the potential to generate shame. Through an examination of the ‘affective practice’ of judgement, the article explores the contingencies that precipitate shame and the embodiment of deficiency. The article links the cl

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21

Morrison, Andrew. "Hegemony through Responsibilisation: Getting Working-Class Students into Higher Education in the United Kingdom." Power and Education 6, no. 2 (2014): 118–29. http://dx.doi.org/10.2304/power.2014.6.2.118.

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22

Preece, Siân. "“They ain’t using slang”: Working class students from linguistic minority communities in higher education." Linguistics and Education 31 (September 2015): 260–75. http://dx.doi.org/10.1016/j.linged.2014.10.003.

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23

Archer, Louise, Simon D. Pratt, and David Phillips. "Working-class Men's Constructions of Masculinity and Negotiations of (Non)Participation in Higher Education." Gender and Education 13, no. 4 (2001): 431–49. http://dx.doi.org/10.1080/09540250120081779.

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24

Isaksen, K. Robert. "1 Some Reflections on Working-Class Ontology and Epistemology—or Why Teaching in Higher Education Needs to Be More Concrete." Philosophy and Theory in Higher Education 3, no. 2 (2021): 1–22. http://dx.doi.org/10.3726/ptihe022021.0001.

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Abstract Based on my own experiences with having one foot in academia and the other in construction, I reflect on how the tendential form of work among the working class affects their ontology and epistemology, and discuss what this may mean for teaching and learning in higher education. I attempt to write from both a working-class and middle-class perspective. This I do because it was the clashing of my working-class and middle-class experiences that caused me to reflect on forms of work in relation to ontology and epistemology; I need to present both perspectives to make sense of the argumen

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25

Hurst, Allison, Tery Griffin, and Alfred Vitale. "Organizing Working-Class Academics: A Collective History." Journal of Working-Class Studies 2, no. 2 (2017): 168–78. http://dx.doi.org/10.13001/jwcs.v2i2.6103.

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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 th

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26

Morrison, Andrew. "‘I want an education’: two case studies of working‐class ambition and ambivalence in further and higher education." Research in Post-Compulsory Education 15, no. 1 (2010): 67–80. http://dx.doi.org/10.1080/13596740903565376.

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27

Tett, Lyn. "Im Working Class and Proud of Itgendered experiences of non-traditional participants in higher education." Gender and Education 12, no. 2 (2000): 183–94. http://dx.doi.org/10.1080/09540250050009993.

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28

Tamim, Tayyaba. "Higher education, languages, and the persistence of inequitable structures for working-class women in Pakistan." Gender and Education 25, no. 2 (2013): 155–69. http://dx.doi.org/10.1080/09540253.2012.752793.

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29

Bunn, Matthew, Steven Threadgold, and Penny Jane Burke. "Class in Australian higher education: The university as a site of social reproduction." Journal of Sociology 56, no. 3 (2019): 422–38. http://dx.doi.org/10.1177/1440783319851188.

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Explanations of inequality in higher education primarily use the dominant language of institutional equity discourses, such as low socio-economic status (LSES), ‘under-represented’ or ‘non-traditional’ backgrounds. We argue that analysis that relies on a static series of objective categories regularly fails to account for the symbolic-historical conditions that have produced class boundaries. In acknowledging this, one of the challenges in higher education research is to illuminate how working-class understanding of education systems is brought into universities, and how it relates to, and is

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30

Greene, Julie. "Rethinking the Boundaries of Class: Labor History and Theories of Class and Capitalism." Labor 18, no. 2 (2021): 92–112. http://dx.doi.org/10.1215/15476715-8849628.

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Abstract This article examines how the field of labor and working-class history has conceptualized class and assesses theories of class that can help us develop maximally illuminating concepts. Labor historians, particularly those whose work employs a transnational, gender, or racial lens of analysis, have advanced our understanding of how working people's lives are shaped by class. By connecting that scholarship to class theory, the article argues for reconceptualizing class to focus on the complex ways capitalism generates class relationships, embedding race, gender, and other historical dyn

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31

Leathwood, Carole. "A Critique of Institutional Inequalities in Higher Education." Theory and Research in Education 2, no. 1 (2004): 31–48. http://dx.doi.org/10.1177/1477878504040576.

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This article seeks to apply Adam Swift’s (2003) critique of private and selective schooling to higher education in the UK. The higher education sector in this country is highly differentiated, with high status, research-led elite institutions at the top of the university hierarchy, and newer universities, with far lower levels of funding and prestige, at the bottom. The extent of this differentiation is illustrated by an analysis of six universities at different ends of this spectrum. It also becomes apparent that the student profiles of these institutions are very different, with privately ed

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32

Marsh, Robert. "Social Class Identification and Class Interest in Taiwan." Comparative Sociology 1, no. 1 (2002): 17–41. http://dx.doi.org/10.1163/156913202317346737.

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AbstractAre social classes perceived as a meaningful source of identity in Taiwan? I explore this issue with data from a 1992 survey (N = 2,377) of the population of Taiwan. Respondents were asked, "If people in our society are divided into upper, upper middle, middle, lower middle, working and lower classes, which class do you think you belong to?" Ninety-eight per cent placed themselves in one or the other of these six classes. The modal responses were "middle class" (41%) and "working class" (29%). Two tests are made of whether these responses are meaningful and consequential. First, I show

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33

Bezerra, José Janguiê, Celso Niskier, and Lioudmila Batourina. "Private Higher Education in Brazil: Fueling Economic Growth." International Higher Education, no. 90 (June 6, 2017): 24–26. http://dx.doi.org/10.6017/ihe.2017.90.10007.

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The Brazilian private education sector is one of the largest in the world. Today there are more than 6 million students enrolled in private higher education institutions, which represents more than 75 percent of all university students. Brazilian higher education started expanding in 1996, when the government, according to the National Education Plan, introduced a fund allowing young people to take up students loans. From 1996 to 2010, the government took a number of actions, addressing the problem of social inclusion and supplying the country with educated, middle class workers. The Brazilian

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Bezerra, José Janguiê, Celso Niskier, and Lioudmila Batourina. "Private Higher Education in Brazil: Fueling Economic Growth." International Higher Education, no. 90 (June 6, 2017): 24. http://dx.doi.org/10.6017/ihe.2017.90.9933.

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The Brazilian private education sector is one of the largest in the world. Today there are more than 6 million students enrolled in private higher education institutions, which represents more than 75 percent of all university students. Brazilian higher education started expanding in 1996, when the government, according to the National Education Plan, introduced a fund allowing young people to take up students loans. From 1996 to 2010, the government took a number of actions, addressing the problem of social inclusion and supplying the country with educated, middle class workers. The Brazilian

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35

Wong, Billy. "By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education." AERA Open 4, no. 2 (2018): 233285841878219. http://dx.doi.org/10.1177/2332858418782195.

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In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “upper second class,” which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu’s theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minor

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36

Zvacek, Susan Marie, Maria Teresa Restivo, and Maria Fátima Chouzal. "Concept Mapping for Higher Order Thinking." International Journal of Engineering Pedagogy (iJEP) 3, S1 (2013): 6. http://dx.doi.org/10.3991/ijep.v3is1.2401.

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<p class="Abstract"><span lang="EN-US">Engineering education is facing a changing world in which how one thinks is becoming more important than what one thinks; that is, our course content is important but constantly changing and we need to help students learn how to think about that content.</span></p> <p class="Abstract"><span lang="EN-US">Today&rsquo;s students have grown accustomed to immediate rewards, multi-channel stimuli, and rapid-fire communications.&nbsp; As a result, they are often impatient and suffer a lack of focus. When reflection is

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37

Tromly, Benjamin. "Soviet Patriotism and its Discontents among Higher Education Students in Khrushchev-Era Russia and Ukraine." Nationalities Papers 37, no. 3 (2009): 299–326. http://dx.doi.org/10.1080/00905990902865557.

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What was Soviet patriotism? A definition of the term offered by the Soviet ideological apparatus in 1953—a “social, historically conditioned feeling of love for one's motherland“—raises more questions than it answers. Patriotism was a concept foreign to classical Marxism; indeed, the concept, along with the corresponding term “the Soviet people,” entered mass usage only in the mid-1930s, when the Soviet government moved away from class as the dominant paradigm for interacting with its society. The relationship of Soviet patriotism to nationalism, the predominant political identity in twentieth

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38

Quinn, Jocey. "Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts." International Studies in Sociology of Education 14, no. 1 (2004): 57–74. http://dx.doi.org/10.1080/09620210400200119.

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39

Rubin, Mark. "Working-class students need more friends at university: a cautionary note for Australia's higher education equity initiative." Higher Education Research & Development 31, no. 3 (2012): 431–33. http://dx.doi.org/10.1080/07294360.2012.689246.

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40

Lather, Anu Singh, Puja Khatri, and Shilpa Jain. "Students’ Commitment to Attend Classes in Management Higher Education: A Comparative Study of Working Executives and Non Working Students Pursuing Full Time Post Graduate Management Programme." Global Journal of Educational Studies 1, no. 1 (2015): 1. http://dx.doi.org/10.5296/gjes.v1i1.7454.

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<p>The purpose of the present study is to identify the commitment of students to attend classes amongst postgraduate management students (male vs. female, working professionals vs. non working MBA students). The paper attempts to apply the concept of commitment to students in the business higher education. For this the Meyer and Allen’s (1991) Three Component Model of Commitment was adapted to measure student’s commitment to attend classes and finally the commitment of students was mapped who are working executives and non working students perusing full time post graduate management stud

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41

Towers, George. "The Precarious plight of American WorkingClass Faculty: Causes and Consequences." Journal of Working-Class Studies 4, no. 1 (2019): 98–115. http://dx.doi.org/10.13001/jwcs.v4i1.6195.

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For working-class Americans, the path of the professor is precarious. The neo-liberalization of higher education and the hegemony of academic elitism have made working-class faculty an endangered, disadvantaged, and invisible minority within the professoriate. On one hand, financing a graduate school career from humble origins is an increasingly risky investment. On the other, working-class Americans who secure a faculty job are often under-matched to low salary, high workload positions and endure classist ostracism and micro-aggressions. This essay is intended to not only trace the tragic tra

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42

Byrom, Tina. "‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation." Improving Schools 12, no. 3 (2009): 209–24. http://dx.doi.org/10.1177/1365480209348819.

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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 ha

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Mamirova, Odinakhon Karimjon Qizi. "Direction of higher music education -a method of working about studies with students in the class of Piano." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 8 (2020): 242. http://dx.doi.org/10.5958/2249-7137.2020.00990.8.

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44

Hunter, Katie, Alastair Wilson, and Katherine McArthur. "The role of Intergenerational Relationships in Challenging Educational Inequality: Improving Participation of Working-Class Pupils in Higher Education." Journal of Intergenerational Relationships 16, no. 1-2 (2017): 5–25. http://dx.doi.org/10.1080/15350770.2018.1404382.

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45

Dache, Amalia Z., and Keon M. McGuire. "Coming Back Home to Live and Not Die: A Human Geography of a Working-Class Black Gay Male Navigating the Local Higher Education Pipeline." Urban Education 56, no. 6 (2021): 872–900. http://dx.doi.org/10.1177/0042085920987297.

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The purpose of this study is to illustrate how in the span of three decades, a working-class Black gay male college student residing in a post-industrial city navigated college. Through a postcolonial geographic epistemology and theories of human geography, we explore his narrative, mapping the terrain of sexual, race and class dialects, which ultimately led to Marcus’s (pseudonym) completion of graduate school and community-based policy research. Marcus’s educational human geography reveals the unique and complex intersections of masculinity, Blackness and class as identities woven into his e

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46

Janssen, Daniela, Christian Tummel, Anja Richert, and Ingrid Isenhardt. "Virtual Environments in Higher Education – Immersion as a Key Construct for Learning 4.0." International Journal of Advanced Corporate Learning (iJAC) 9, no. 2 (2016): 20. http://dx.doi.org/10.3991/ijac.v9i2.6000.

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<p class="Abstract"><span lang="EN-US">In light of the increasing technological developments, working life and education is changing and becoming more complex, interconnected and digital. These changed circumstances require new and modified competences of future employees. Education has to respond to the changing requirements in working life. To prepare for this, a technological-oriented teaching and learning process as well as gaining practical experience is crucial for students. In this context, Virtual Reality (VR) technologies provide new opportunities for practical experience

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Sologub, Victoria. "FEATURES OF IMPLEMENTATION OF INCLUSIVE EDUCATION AT THE HIGHER ART SCHOOLS OF UKRAINE." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 78–84. http://dx.doi.org/10.28925/2078-1687.2019.1-2.7884.

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The purpose of the research is to highlight the role of inclusive education in higher art educational institutions of Ukraine. The realization of this goal implies attention to the issue of introducing music education for people with special needs, ways of improving the educational process and its facilitation. The methodology of the research is connected with the use of methods of analysis and synthesis, thanks to which the actual problematic aspects that are available in this field are highlighted. The task of the study is to highlight the specifics of working with students in the class by s

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48

Murali, Sreejith. "Firoz Uncle." Contemporary Education Dialogue 14, no. 1 (2017): 108–15. http://dx.doi.org/10.1177/0973184916678703.

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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 with

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49

Behrendt, Larissa. "At the Back of the Class. At the Front of the Class: Experiences as Aboriginal Student and Aboriginal Teacher." Feminist Review 52, no. 1 (1996): 27–35. http://dx.doi.org/10.1057/fr.1996.4.

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This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to univers

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50

van de Werfhorst, Herman G. "A Detailed Examination of the Role of Education in Intergenerational Social-class Mobility." Social Science Information 41, no. 3 (2002): 407–38. http://dx.doi.org/10.1177/0539018402041003004.

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This article analyses the role of education, particularly fields of study, in intergenerational class mobility in the Netherlands. In highly educated societies, children of all social classes need to invest in education to avoid downward mobility. We argue that members of the various social classes aim primarily for class maintenance, and apply educational strategies to realize this aim. Children of manual working-class families tend to prefer technical fields of study, in order to reach at least their parents' social class or probably even higher. Children of the self-employed or of small emp

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