Collaborating in Class: Social Class Context and Peer Help-Seeking and Help-Giving in an Elite Engineering School.
Scholars have extensively documented social class differences in students' relationships with educational institutions through their interactions with authority figures and the unequal institutional advantages these interactions yield. However, little is known about whether or how social class also...
| Publicado en: | American Sociological Review Vol. 87; no. 6; pp. 981 - 1007 |
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| Formato: | Artículo |
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Sage Publications Inc.
Dec2022
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| 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=160784975&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 160784975 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00031224 ASC jtl: American Sociological Review issn: 00031224 maglogo: Y pubinfo: dt: Dec2022 vid: 87 iid: 6 pid: 344 pub: Sage Publications Inc. artinfo: ui: 160784975 10.1177/00031224221130506 ppf: 981 ppct: 26 formats: tig: atl: Collaborating in Class: Social Class Context and Peer Help-Seeking and Help-Giving in an Elite Engineering School. aug: au: Johnson, Anthony M. affil: The Ohio State University su: Affinity groups Culture Help-seeking behavior Interviewing Qualitative research Undergraduates Schools Social classes Interpersonal relations Interprofessional relations Participant observation Student attitudes Engineering sug: subj: Affinity groups Culture Help-seeking behavior Interviewing Qualitative research Undergraduates Schools Social classes Interpersonal relations Interprofessional relations Participant observation Student attitudes Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Engineering keyword: cultural capital education inequality peers social class cultural capital education inequality peers social class ab: Scholars have extensively documented social class differences in students' relationships with educational institutions through their interactions with authority figures and the unequal institutional advantages these interactions yield. However, little is known about whether or how social class also shapes students' peer interactions in ways that produce these inequalities. Using a qualitative case study of an elite engineering school in which I draw on participant observation and interviews with 88 undergraduates and six administrators, I argue that social class context—a proxy for social class—shapes the peer help-seeking and help-giving (collaborative) strategies students use, which can create inequalities in the institutional advantages they secure in the form of academic help, support, and learning opportunities. Focusing specifically on the social class context of students' high schools, I find that compared to their less-privileged counterparts, privileged students—who came from class-advantaged high school contexts where they became familiar with collaboration and upper-middle-class cultural signals—more easily collaborated with their college classmates and displayed signals that communicated they were "good" collaborators. The findings highlight new mechanisms through which inequalities are reproduced in educational institutions and make theoretical contributions to research on cultural capital, inequality, and education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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