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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.
The ninth edition of The Sociology of Education examines the field
in rare breadth by incorporating a diverse range of theoretical
approaches and a distinct sociological lens in its overview of
education and schooling. Education is changing rapidly, just as the
social forces outside of schools are, and to present the material
in a meaningful way, the authors of this book provide a unifying
framework-an open systems approach-to illustrate how the issues and
structures we find in education are all interconnected. Separate
chapters are devoted to how schools help shape who has access to
educational opportunities and who does not; issues of race, class
and gender; the organization of schools and the roles that make up
educational settings, and more. Throughout the book, readers will
have an opportunity to engage with theories and issues that are
discussed and to apply their newly obtained understanding in
response to emerging and persistent problems in the educational
system. The new edition continues to be a critical point of
reference for students interested in exploring the social context
of education and the role education has in shaping our society. It
is perfect for sociology of education and social foundations of
education courses at the undergraduate or early graduate level.
The ninth edition of The Sociology of Education examines the field
in rare breadth by incorporating a diverse range of theoretical
approaches and a distinct sociological lens in its overview of
education and schooling. Education is changing rapidly, just as the
social forces outside of schools are, and to present the material
in a meaningful way, the authors of this book provide a unifying
framework-an open systems approach-to illustrate how the issues and
structures we find in education are all interconnected. Separate
chapters are devoted to how schools help shape who has access to
educational opportunities and who does not; issues of race, class
and gender; the organization of schools and the roles that make up
educational settings, and more. Throughout the book, readers will
have an opportunity to engage with theories and issues that are
discussed and to apply their newly obtained understanding in
response to emerging and persistent problems in the educational
system. The new edition continues to be a critical point of
reference for students interested in exploring the social context
of education and the role education has in shaping our society. It
is perfect for sociology of education and social foundations of
education courses at the undergraduate or early graduate level.
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.
How is it possible for a town to exist where the median household
income is about $73,000, but the median home price is about
$4,000,000? Boring into the "impossible" math of Aspen, Colorado,
Stuber explores how middle-class people have found a way to live in
this supergentrified town. Interviewing a range of residents,
policymakers, and officials, Stuber shows that what resolves the
math equation between incomes and home values in Aspen,
Colorado-the X-factor that makes middle-class life possible-is the
careful orchestration of diverse class interests within local
politics and the community. She explores how this is achieved
through a highly regulatory and extractive land use code that
provides symbolic and material value to highly affluent investors
and part-year residents, as well as less-affluent locals, many of
whom benefit from an array of subsidies-including an extensive
affordable housing program-that redistribute economic resources in
ways that make it possible for middle-class residents to live
there. Stuber further examines how Latinos, who provide much of the
service work in Aspen and who tend to live outside the town, fit
into the social geography of one of the most unequal places in the
country. Overall, Stuber argues that the Aspen's ability to balance
the interests of its diverse class constituencies is not a foregone
conclusion; rather, it is the result of efforts by local
stakeholders-citizens, government, developers, and vacationers-to
preserve the town's unique feel and value, and "keep Aspen, Aspen"
in all its complex dynamics.
How is it possible for a town to exist where the median household
income is about $73,000, but the median home price is about
$4,000,000? Boring into the "impossible"Â math of Aspen,
Colorado, Stuber explores how middle-class people have
found a way to live in this supergentrified town.
Interviewing a range of residents, policymakers, and
officials, Stuber shows that what resolves the math
equation between incomes and home values in Aspen, Colorado—the
X-factor that makes middle-class life possible—is the
careful orchestration of diverse class interests within local
politics and the community. She explores how this is achieved
through a highly regulatory and extractive land use code that
provides symbolic and material value to highly affluent investors
and part-year residents, as well as less-affluent locals, many of
whom benefit from an array of subsidies—including an extensive
affordable housing program—that redistribute economic resources
in ways that make it possible for middle-class residents to live
there. Stuber further examines how Latinos, who provide much
of the service work in Aspen and who tend to live outside the town,
fit into the social geography of one of the most unequal places in
the country. Overall, Stuber argues that the Aspen's
ability to balance the interests of its diverse class
constituencies is not a foregone conclusion; rather, it is the
result of efforts by local stakeholders—citizens, government,
developers, and vacationers—to preserve the town’s unique feel
and value, and "keep Aspen, Aspen" in all its complex dynamics.
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