Family Work Histories: Centering First-Generation and Working-Class Students in a Sociology Course

Autor/in	Wahl, Ana-María González
Titel	Family Work Histories: Centering First-Generation and Working-Class Students in a Sociology Course
Quelle	In: Teaching Sociology, 51 (2023) 3, S.253-261 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X231176970
Schlagwörter	First Generation College Students; Working Class; Genealogy; Sociology; Student Experience; Story Telling; Social Class; Social Mobility; Family Influence; North Carolina + Suchen Sie Ihr Suchwort? Arbeiterklasse; Ahnenforschung; Genealogie; Soziologie; Studienerfahrung; Social classes; Soziale Klasse; Soziale Mobilität
Abstract	First-generation students often feel alone on college campuses. These students can find themselves excluded from organizations, traditions, and spaces that require financial, social, and cultural capital they may not have. In my Sociology of Work course, I use a family work history project to center and validate their experiences. Using census records and other sources, students reconstruct their parents', grandparents', and great-grandparents' experience in the workplace. The histories of my first-generation students, in turn, provide the lens through which we collectively build a sociological analysis of the way that work shapes the trajectory of our lives. More specifically, these histories have taken us from farm and factory to the low-wage service sector, revealing both the troubles facing those without a college degree as well as their resilience. Overall, students describe this as a deeply meaningful project that confirms the pedagogical value of storytelling, particularly for first-generation students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01