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Amplified Advantage investigates the value and impact of today's
small liberal arts colleges through an extended examination of a
recent cohort of students attending them. It demonstrates how these
colleges sometimes succeed and sometimes fail in equalizing the
experience of all their students. But there is more to the book
than that. Although primarily an account of life and learning at
small liberal arts colleges in the US today, scholars will find
much of theoretical interest underlying the account. The context of
the small liberal arts college is used to unpack how class works.
Unlike many other books written about class in college, Amplified
Advantage is not exclusively focused on how some students fare less
well than their peers, but rather how all students' strategies are
affected by their past experiences and classed expectations,
particularly in the context of growing inequality. Amplified
Advantage draws on Bourdieu's theory of class, particularly his
concepts of capitals operating in a field, and habitus as way of
understanding agent's structured but generative choices, to
demonstrate how inequalities are met, resisted, and ultimately
reproduced across generations. Chapter by chapter, the book lays
out the many ways that class continues to play a role in the
college experience, from choosing a major, to frequency of faculty
interaction, to participation in the extra-curriculum. The last
chapters demonstrate the differential burden of debt on graduates
and the impact of varied parental support after graduation.
Amplified Advantages adds to our understanding of how class works,
the impact of parents and families on social reproduction, and the
ways that colleges and universities can contribute to or reduce
inequalities.
Clearing the Path for First-Generation College Students comprises a
wide range of studies that explore the multidimensional social
processes and meanings germane to the experiences of
first-generation college students before and during their
matriculation into institutions of higher education. The chapters
offer timely, empirical examinations of the ways that these
students negotiate experiences shaped by structural inequities in
higher education institutions and the pathways that lead to them.
This volume provides insight into the dilemmas that arise from the
transformation of students' class identities in pursuit of upward
mobility, as well as their quest for community and a sense of
"belonging" on college campuses that have not been historically
designed for them. While centering first-generation status, this
collection also critically engages the ways in which other
dimensions of social identity intersect to inform students'
educational experiences in relation to dynamics of race, ethnicity,
socioeconomic class, gender, and immigration. Additionally, this
book takes a holistic approach by exploring the ways in which
first-generation college students are influenced by, and engage
with, their families and communities of origin as they undertake
their educational careers.
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.
The Burden of Academic Success: Loyalists, Renegades, and Double
Agents explores class identity reconstructions among working-class
students attending a public university. Rather than focus on
working-class failure, this book takes a critical look at the
psychological and social costs of academic success. Based on
several hours of interviews with a diverse group of working-class
students, this book describes how successful students respond to,
react to, and manage their academic success. The book does for
class what other theorists have done for race, examining the
dynamic interplay of class identity and educational success/social
mobility. The distinguishing features of the book are rich
narrative detail; compelling stories of student success and
struggle; intersectional analysis exploring the ways class, race,
and gender inform each other in students' understandings and
narratives with an interwoven theory throughout; and a new typology
for understanding working-class student responses to the burden of
academic success. The Burden of Academic Success is ideal for
courses on sociology, education, and American studies as well as
for use by college educators and administrators.
Clearing the Path for First-Generation College Students comprises a
wide range of studies that explore the multidimensional social
processes and meanings germane to the experiences of
first-generation college students before and during their
matriculation into institutions of higher education. The chapters
offer timely, empirical examinations of the ways that these
students negotiate experiences shaped by structural inequities in
higher education institutions and the pathways that lead to them.
This volume provides insight into the dilemmas that arise from the
transformation of students' class identities in pursuit of upward
mobility, as well as their quest for community and a sense of
"belonging" on college campuses that have not been historically
designed for them. While centering first-generation status, this
collection also critically engages the ways in which other
dimensions of social identity intersect to inform students'
educational experiences in relation to dynamics of race, ethnicity,
socioeconomic class, gender, and immigration. Additionally, this
book takes a holistic approach by exploring the ways in which
first-generation college students are influenced by, and engage
with, their families and communities of origin as they undertake
their educational careers.
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.
Amplified Advantage investigates the value and impact of today’s
small liberal arts colleges through an extended examination of a
recent cohort of students attending them. It demonstrates how these
colleges sometimes succeed and sometimes fail in equalizing the
experience of all their students. But there is more to the book
than that. Although primarily an account of life and learning at
small liberal arts colleges in the US today, scholars will find
much of theoretical interest underlying the account. The context of
the small liberal arts college is used to unpack how class works.
Unlike many other books written about class in college, Amplified
Advantage is not exclusively focused on how some students fare less
well than their peers, but rather how all students’ strategies
are affected by their past experiences and classed expectations,
particularly in the context of growing inequality. Amplified
Advantage draws on Bourdieu’s theory of class, particularly his
concepts of capitals operating in a field, and habitus as way of
understanding agent’s structured but generative choices, to
demonstrate how inequalities are met, resisted, and ultimately
reproduced across generations. Chapter by chapter, the book lays
out the many ways that class continues to play a role in the
college experience, from choosing a major, to frequency of faculty
interaction, to participation in the extra-curriculum. The last
chapters demonstrate the differential burden of debt on graduates
and the impact of varied parental support after graduation.
Amplified Advantages adds to our understanding of how class works,
the impact of parents and families on social reproduction, and the
ways that colleges and universities can contribute to or reduce
inequalities.
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