Picture 1 of 1

Stock photo

Straddling Class in the Academy : 26 Stories of Students, Administrators, and... - Picture 1 of 1

Straddling Class in the Academy : 26 Stories of Students, Administrators, and Faculty from Poor and Working Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice by Jamie Washington (2019, Trade Paperback)

Great Book Prices Store (341728)

96.8% positive feedback

Price:

$50.92

Free shipping

Estimated delivery Tue, Sep 9 - Mon, Sep 15

Returns:

14 days returns. Buyer pays for return shipping. If you use an eBay shipping label, it will be deducted from your refund amount.

Condition:

Brand New

About this product

Product Identifiers

PublisherStylus Publishing, LLC

ISBN-101620367408

ISBN-139781620367407

eBay Product ID (ePID)13038448172

Product Key Features

Number of Pages240 Pages

LanguageEnglish

Publication NameStraddling Class in the Academy : 26 Stories of Students, Administrators, and Faculty from Poor and Working Class Backgrounds and Their Compelling Lessons for Higher Education Policy and Practice

SubjectGeneral, Higher

Publication Year2019

TypeTextbook

Subject AreaEducation

AuthorJamie Washington

FormatTrade Paperback

Dimensions

Item Weight9.9 Oz

Item Length9 in

Item Width6 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2023-002314

Dewey Edition23/eng/20220602

ReviewsArdoin and martinez have complieda vital resource for all in academia. Together with their co-authors, theyprovide invaluable first-hand accounts that help readers take ownership oftheir own class identity while also providing possibility models and pathwaysfor persistence. Perhaps the largest contribution this book makes to highereducation is that it provides narratives and tools to build campuses that serveequitably across class. This book is a must-read for all in highereducation., "In Straddling Class in the Academy , Sonja Ardoin and becky martinezbring 26 individuals together to discuss how social class has impacted theirjourneys through higher education. They do this because "there is criticallearning to be had from those poor or working-class backgrounds, particularly inthe academy, because it is founded on and immersed in elitism" (p. 6). Eachchapter focuses on a particular group of people, starting with currentundergraduate students, moving to faculty and administrators, and ending with individualswho have left higher education. Within each chapter are narratives from three individualson how they experienced class, because "stories can be used as a platform to informhigher education how it maintains social class inequities" (p. 5). Thenarratives are powerful, highlighting how class and continued time within theacademy shape identities. Additionally, each story provides a concrete exampleof how higher education often excludes those from poor and working- classbackgrounds. At the end of each chapter, Ardoin and martinez briefly providetheir analysis of the three narratives and then conclude the book with athematic analysis of all of the narratives. This book provides nuanced and realistic examples of howsocial class impacts educational journeys. This text would be appropriate for graduatecourses in education.", Straddling Class in theAcademy is an important book, filled with honest and powerful narrativesfrom students, staff and faculty. It expands our understanding of poor andworking class backgrounds and informs our next steps in addressing the dynamicsof social class in our college classrooms and workspaces. Read this book anddiscover truths that confirm our own reality about social class on campus,challenge us to think differently, and compel us to take action., Ardoin and martinez have compiled a vital resource for all in academia. Together with their co-authors, theyprovide invaluable first-hand accounts that help readers take ownership oftheir own class identity while also providing possibility models and pathwaysfor persistence. Perhaps the largest contribution this book makes to highereducation is that it provides narratives and tools to build campuses that serveequitably across class. This book is a must-read for all in highereducation., Straddling Class in the Academy is a must read for students and educators. Ardoin, martinez, and theircontributors masterfully challenge the myth that class is invisible by sharingtheir lived experiences navigating class and classism in and outside of theacademy. The intersectional nature of contributors' narratives and Ardoin andmartinez's analysis highlights the powerful effects of classism and calls foraction if we are to create more inclusive and socially just institutions., Employing narrative inquiry as themethodology, each chapter includes the personal accounts of two to fourindividuals serving as the chapters' shared stories, followed by a narrativeanalysis from Ardoin and martinez. By applying a critical lens, the authors conscientiouslyexplore the accounts of those identifying as poor and working class and the impactthis socioeconomic characteristic has had on their time within thepostsecondary environment. As a whole, the text provides a thoughtful approachto examine a membership within the postsecondary environment that, as theauthors note, is not frequently discussed or advocated for. Including thepersonal accounts of students, administrators, and faculty members who have experiencedthe obstacles associated with, and identify as, being a current or previousmember of a poor and working-class background, Ardoin and martinez create anincredible setting to share the various life stories that shaped and influencedthe journeys to and within the academy for the individuals highlightedthroughout the text. The authors begin the text with a detailedexplanation of the placement on social class within society, as well as withinthe higher education environment. Presenting a comprehensive description of socialclass identity, as well as the constructs of classism and social justice, theauthors provide current findings and statistics that serve as an empiricalfoundation for the subsequent personal accounts from individuals sharing theirexperiences of identifying as poor or working class. The opening of the textalso creates a robust groundwork for the concept of class straddling --a theme that will beroutinely addressed by the included stories of the undergraduate and graduatestudents, faculty, and administrators included within the book. The authorsframe the text through several theoretical models. Through the use of these theoretical frameworks, theauthors create a distinct lens for the reader to look through as they progressthrough the chapters and shared stories. By incorporating the noted frameworks,the authors create a unique stance on the topic; through the use of the threemodels, the authors construct a conceptual understanding that lends to eachchapter's narrative analysis. In Chapter 1, Ardoin and martinez identify. Overall, the text engages the reader and providesthe opportunity to explore social class challenges and experiences of the manywho participate in the postsecondary environment. This book serves as awelcomed contribution, providing vital insight on a topic in need of furtherinvestigation., Higher education is meant to be the greatequalizer- and yet if we do not courageously speak about social class, and understandthe lived truths of poor and working class students, we continue to underserveand ignore salient and significant dimensions of our students' lives. Ardoinand martinez have given us words, a textbook, life stories, and a theoreticalframe to further deepen our self-work and institutional work in the area ofsocial class. Just thinking about the ripple effect of their book, which hasresulted in institutions and educators doing active reflection, training, andeducation on social class is awe-inspiring. Their book is, and will continue tobe a transformative guide, that compels all of us to ask 'What is your classstory?', The takeaways from this book are enriched by theintentionality of the editors as they strived to be inclusive among the pages.Class works in tandem with other socially constructed identities to create awhole sense of self, and the diversity of race, gender, and family dynamicsamong others was apparent throughout the text. Although Ardoin and martinez intentionally highlightthe diversity among contributors' identities and lived experiences, they also work toilluminate 'shared social classexperiences' between all of thecontributors. These shared experiences form the 'key learnings' that the editors briefly described and include thingslike stereotype threat, imposter syndrome, code-switching, and making systemic change, amongothers. As you read the 26 stories in this volume you canfeel the passion, and sometimes pain, of how class-based experiences haveimpacted the lives of so many. It is apparent that Ardoin and martinez caredeeply about improving the conversations that are (or are not) happening about classin higher education. As the first book of its kind, there is no doubt that itwill make a positive impact across campuses. This book would be a meaningful addition to theeducation and professional development of student affairs students and currentpractitioners. The contributors' storiesand editors'analyticalcontributions provide an important introduction to the social class conversation., "What Straddling is at its core is 26 individual stories, each written in anindividuals' own words, recounting their experiences of having been raised in apoor or working-class family/neighborhood and finding, each in their own way,the wherewithal to at least attend a four-year institution and, for most of thecontributors, to graduate with a bachelor's degree and then go on to graduatework. As one might imagine, the struggles, challenges, setbacks, put-downs,confusion and, importantly, triumphs they experience on their journeys inhigher education, not only while earning their degrees but sometimeseven after earning their degrees and working in highereducation as administrators and faculty, are sometimes difficult to grasp andappreciate. That one might not have to scratch very deep beneath the surface ofthese individuals to see the extent to which their poor or working-classbackground still affects and influences their lives in the academy is one ofthe most compelling aspects of the book. In order to openup the space for the contributors to tell their stories, Ardoin and martinezintroduce the work with a brief primer on social class, social class identity,classism, and the narrative inquiry method used in their work. The authors alsouse the Introduction to tell us their stories of poor andworking-class upbringing and how, after each having earned doctorates and havinglogged years of work experience beyond those doctoral degrees, they now findthemselves "straddling" the class of their upbringing and the newly arrived atmiddle class in which they find themselves living and working. Right from thebeginning, then, the reader is alerted that what follows is going to be adeeply personal accounting and not merely a theoretical exercise. Straddling Classin the Academy isa highly personal book, and the authors and contributors are to be commendedfor their courage in stepping forward and detailing their accounts, knowingthat they will be read largely by those who work in a world that perhaps alltoo frequently is dismissive of such personal stories. But the classism that isregularly faced by the poor and working-class members of the academy, whetherstudents, administrators, or faculty, is something that for decades, if notlonger, has lingered beneath the surface. Ardoin and martinez do well bybringing these compelling stories to light.", Straddling Class in the Academy belongs in any collection strong in educatior resources, offering firsthand stories designed to help students and teachers better understand their own diverse classrooms. Models of success are accompanied by narratives from students and administrators that discuss some of the basic challenges of poor and working-class attendees, offering discussions which address racism, class bias, and more in the educational process. No administrator or education holding should be without this candid collection of insights., Grasping social class identity--not only what it is, but how it also affects one's life--is essential forhigher education professionals. Ardoin and martinez assembled stories of socialclass identity to illuminate its complexity. This book begins the conversationon pervasive classism within the academy. This needed contribution draws on thepower of stories to highlight how social class permeates higher educationcontexts, professional roles, and lived realities., [The book offers] many important implications for practice. First, as institutions engage in diversity, inclusion, and justice work, they should more intentionally include social class in the conversations. Second, institutional leaders should reconsider how their policies, practices, and cultures are classed, work to address the barrier that low Socio Economic Status community members may experience. This is especially important for new practitioners transitioning into the field. Practitioners, across different levels of class, must do self-work necessary to address the classist messaging and behaviors that they have internalized. Lastly, there are ways that everyone in institutions can engage in this work because all are impacted by social class. This is important to reduce the burden of change that is often carried by marginalized people. Recognition that social class needs to be a central consideration, and continued conversations in higher education, will create space for structural, cultural, and policy changes.

Dewey Decimal371.826/230973

Table Of ContentForeword--Jamie Washington Acknowledgements Introduction 1) Social Class in the Academy 2) The Undergraduate Student Perspective--Narratives by Daniel Espiritu, Kevyanna Rawls, and Téa N. Wimer 3) The Graduate Student Perspective--Narratives by Constanza A. Cabello, Dylan R. Dunn, and Carmen Rivera 4) The Early Career Administrator Perspective--Narratives by Armina Khwaja Macmillan, Timothy M. Johnson, and Brenda Lee Anderson Wadley 5) The Mid Career Administrator Perspective--Narratives by Sara C. Furr, Jacinda M. Félix Haro, and Sally G. Parish 6) The Senior Administrator Perspective--Narratives by Mamta Motwani Accapadi, Thomas C. Segar, and Jeremiah Shinn 7) The Nontenured Faculty Perspective--Narratives by Loren Cannon, Raul Fernandez, and Tori Svoboda 8) The Tenured Faculty Perspective--Narratives by Nancy J. Evans, Rudy P. Guevarra Jr., and Larry D. Roper 9) The External Educator Perspective--Narratives by Briza K. Juarez, Edward Pickett III, and Roxanne Villaluz 10) Shared Social Class Experiences and the Intersectionality of Identity 11) Conclusion: Increasing Social Class Consciousness and Inclusivity in Higher Education References Authors and Contributors Index

SynopsisThis book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds., Through 26 narratives of individuals from poor and working class backgrounds - ranging from students, to multiple levels of administrators, and faculty, both tenured and non-tenured - this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy., " Straddling Class in theAcademy is an important book, filled with honest and powerful narrativesfrom students, staff and faculty. It expands our understanding of poor andworking class backgrounds and informs our next steps in addressing the dynamicsof social class in our college classrooms and workspaces. Read this book anddiscover truths that confirm our own reality about social class on campus,challenge us to think differently, and compel us to take action." --Paulette M. Dalpes, Vice President of Student Affairs, Community College of Aurora "Ardoin and martinez have compiled a vital resource for all in academia. Together with their co-authors, theyprovide invaluable first-hand accounts that help readers take ownership oftheir own class identity while also providing possibility models and pathwaysfor persistence. Perhaps the largest contribution this book makes to highereducation is that it provides narratives and tools to build campuses that serveequitably across class. This book is a must-read for all in highereducation."--Peter Paquette, Dean of Students, Coastal Carolina University Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds - ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured - this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy. Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. A concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy., Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds - ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured - this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy. Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke. This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories., Through the powerful stories of individuals from poor and working-class backgrounds with many intersectional identities, this book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels us to reimagine higher education to welcome and support them. Book jacket.

LC Classification NumberLC5051.A77 2019