(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University

Autor/in	Jack, Anthony Abraham
Titel	(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University
Quelle	In: Sociology of Education, 89 (2016) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040715614913
Schlagwörter	Cultural Capital; Undergraduate Students; Low Income; Prediction; Social Class; Student Attitudes; College Faculty; Teacher Student Relationship; Selective Admission; Middle Class; Student Characteristics; Disadvantaged; Withdrawal (Psychology); Cultural Influences; Higher Education; Social Differences; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Niedriglohn; Vorhersage; Social classes; Soziale Klasse; Schülerverhalten; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsselektion; Mittelschicht; Rückzugsverhalten; Cultural influence; Kultureinfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Unterschied
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01