Document Tag: social class

Care(ful) Relationships Between Mothers and the Caregivers they Hire (2024)

Care(ful) Relationships between Mothers and the Caregivers They Hire offers an interdisciplinary and international approach to the complex issues of carework, primarily focusing on childcare. The diverse collection of authors center their examinations of care by interrogating how class, race, and gender interplay to create inequity and potential. The work shared in Care(ful) Relationships draws from various disciplines, including sociology, anthropology, media studies, literary and dramatic analysis, history, and women’ s studies while also addressing carework as it is depicted in ages past and contemporary culture. The collection not only seeks to challenge misconceptions and inequity but also examine how the unique personal relationships that form in the labor of care can yield prosocial change.

College Students and Class Attendance: How Poverty and Illbeing Affect Student Success through Punitive Attendance Policies (2023)

This study examines the prevalence of poverty and illbeing among students attending a large urban university and investigates how these challenges affect attendance, including how failure to meet attendance requirements may negatively influence course outcomes for these students. Through an anonymous survey, 520 students responded to questions asking about professor inflexibility, food insecurity, housing insecurity, depression, anxiety, and chronic illness. Over half of survey respondents reported having some degree of food and housing insecurity, and over half reported having anxiety, depression, or chronic illness. A multiple regression analysis demonstrated that punitive attendance policies disproportionally impact students living in poverty and those who experience anxiety, depression, or other forms of chronic illness. Several students reported that inflexible attendance policies have led them to a lowered grade, course failure, or course withdrawal to avoid failure, even when they otherwise had a passing grade. Examining professorial power through French and Raven’s six power bases, I invite faculty to think about the ways in which their power intersects with students and the opportunities that course policies provide to actively contribute to social mobility for students facing opportunity gaps.

Integrating Systems of Power and Privilege in the Study of Resilience (2023)

Althoughcurrent approaches to the study of resilience acknowledge the role of context, rarely do those conceptualizations attend to societal systems and structures that include hierarchies of power and privilege -namely systems of racism, colonialism, patriarchy, and capitalism –nordo theyarticulate how these structural realities are embedded within individual experiences.We offer critiques of the current literature from this structural lens, using the concept of master narratives to articulate the incompleteand, at times, damaging story that the discipline of psychology has toldabout resilience. We then provide three models that center history, systems,and structures of society that can be employed in the study of resilience. We close with lessons learned from listening to those voices who have been marginalized by mainstream society, lessons that require us to redefine, broaden, and deepen our conceptualization of resilience

Following Their Every Move: An Investigation of Social-Class Differences in College Pathways (2006)

As more Americans enter college than ever before, their pathways through the broadly differentiated
higher education system are changing. Movement in, out, and among institutions now
characterizes students’ attendance patterns—half of all undergraduates who begin at a four-year
institution go on to attend at least one other college, and over one-third take some time off from
college after their initial enrollment. This study investigated whether there is social-class variation
in these patterns, with advantaged and disadvantaged students responding to new postsecondary
choices by engaging in different pathways. National longitudinal data from postsecondary
transcripts were used to follow students across schools and to examine the importance
of family background and high school preparation in predicting forms of college attendance. The
results demonstrate that students from lower socioeconomic backgrounds are more likely than
are economically advantaged students (net of prior academic preparation) to follow pathways
that are characterized by interrupted movement. Such pathways appear to be less effective
routes to the timely completion of degrees. Thus, differences in how students attend college represent
an additional layer of stratification in higher education.