Pink Slips (for Some): Campus Employment, Social Class, and COVID-19.
Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of cle...
| Published in: | Sociology of Education Vol. 97; no. 4; pp. 299 - 316 |
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| Main Authors: | , |
| Format: | Article |
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Sage Publications Inc.
Oct2024
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180167583&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180167583 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: Oct2024 vid: 97 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 180167583 10.1177/00380407241259793 ppf: 299 ppct: 17 formats: tig: atl: Pink Slips (for Some): Campus Employment, Social Class, and COVID-19. aug: au: Jack, Anthony Abraham Bassett, Becca Spindel affil: Boston University, Boston, MA, USA University of Arkansas, Fayetteville, AR, USA su: COVID-19 pandemic Higher education research Class differences Cultural capital College curriculum Education students sug: subj: COVID-19 pandemic Higher education research Class differences Cultural capital Colleges, Universities, and Professional Schools College curriculum Education students keyword: class inequality cultural capital hidden curriculum higher education qualitative research on education student work and educational effects class inequality cultural capital hidden curriculum higher education qualitative research on education student work and educational effects ab: Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are "right for them." Upper-income students pursued "life of the mind" jobs that permitted them access to institutional resources and networks. Alternatively, lower-income students pursued more transactional "work for pay" positions that yielded fewer institutional benefits and connections. The consequences of these differential strategies were amplified during COVID-19 campus closures as work-for-pay positions were eliminated while life of the mind continued remotely. Through documenting heterogeneity in work experiences, we reveal a class-segregated labor market on campus and extend previous analyses of how university practices exacerbate class differences and reproduce inequality. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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