(No) Harm in Asking.
How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and...
| Publicado en: | Sociology of Education Vol. 89; no. 1; pp. 1 - 20 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Jan2016
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=111546355&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 111546355 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Jan2016 vid: 89 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 111546355 10.1177/0038040715614913 ppf: 1 ppct: 19 formats: tig: atl: (No) Harm in Asking. aug: au: Jack, Anthony Abraham affil: Harvard University, Cambridge, MA, USA su: Undergraduates Universities & colleges Career development Higher education Cultural capital Student engagement sug: subj: Undergraduates Universities & colleges Career development Higher education Cultural capital Student engagement Professional and Management Development Training Vocational Rehabilitation Services Colleges, Universities, and Professional Schools keyword: academic engagement cultural capital diversity education inequality sense of belonging trajectories academic engagement cultural capital diversity education inequality sense of belonging trajectories ab: How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in college. Middle-class undergraduates report being at ease in interacting with authority figures and are proactive in doing so. Lower-income undergraduates, however, are split. The privileged poor—lower-income undergraduates who attended boarding, day, and preparatory high schools—enter college primed to engage professors and are proactive in doing so. By contrast, the doubly disadvantaged—lower-income undergraduates who remained tied to their home communities and attended local, typically distressed high schools—are more resistant to engaging authority figures in college and tend to withdraw from them. Through documenting the heterogeneity among lower-income undergraduates, I show how static understandings of individuals’ cultural endowments derived solely from family background homogenize the experiences of lower-income undergraduates. In so doing, I shed new light on the cultural underpinnings of education processes in higher education and extend previous analyses of how informal university practices exacerbate class differences among undergraduates. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|