Based on the life and educational histories of sixteen high-achieving, working-class girls applying to high-tariff universities, this paper rekindles debates about the role of agency within the decision-making process of young people who might not otherwise be expected to apply to such institutions. It draws on Margaret Archer's theorising to…

This article seeks to introduce a new historical explanation as to why left-wing working-class women engaged in liberal, middle-class organisations during the first wave of feminism. The article specifically deals with middle-class associations and clubs that had educational purposes. Instead of focusing on the larger explanatory scheme of the…

This fact sheet synthesizes research findings and survey results from parents and program providers to illustrate how afterschool programs are accelerating students' academic growth, supporting their well-being, and helping working families. Additionally, the fact sheet highlights the overwhelming support afterschool programs have from voters…

A group of middle school students, working with educators in Washington Heights, NYC, designed a school-wide oral history project as a strategy to enrich the cultural and socio-emotional well-being of our school. As part of New York State's required SEL intervention, we developed a Longitudinal Oral History Project, led by middle school students…

The Bolivian Marxist René Zavaleta (1937-1984) is considered Bolivia's most notable political thinker of the 20th century, an eminent figure in Latin American Marxism, since he produced critical thought anchored in the concrete history of our societies, and developed a set of theoretical and conceptual approaches relevant to understanding the…

As organizations committed to providing upward social mobility and leadership development for academically high-achieving working-class youth of color, transitional school programs (TSPs) prepare students to transition from urban public schools to elite, mostly private high schools. However, TSPs' dependence on wealthy, White institutions to…

The uniformly positive view of social mobility in the United Kingdom overlooks the difficulties working-class young people have in reconciling a working-class background with the middle-class environments of the university and the professional labour market. But even more hidden are the subtle processes of exclusion and exclusivity that permeate…

As working-class female academics, this paper examines the constructions of our identities focusing on both what unites and differentiates us as working-class women. We focus on the structuring forces in our lives such as our class, our whiteness and our gender, but we also discuss how our experiences have been shaped by space and place as a…

"Class Matters," by Mahony and Zmroczek (1997), was an important collection marking working-class women's contribution to the academy and society. In taking up the question of class, this paper considers the ways in which a partial and particular discourse reflected its author's material circumstances, including her preferred conceptual…

Drawing on the notions of neoliberal governmentality, regime of subjectification, as well as on the ordoliberal conception of social policy, self and class, I analyse how neoliberalism is entrenched in the formation of the affirmative action policy in higher education in Chile. Based on a fieldwork focused on the two main affirmative action…

This paper reads Marx's distinction between the method of inquiry and presentation as distinct and Marxist pedagogical logics that take the form of learning and studying. After articulating the differences and their current conceptualizations in educational theory, I turn to different interpretations of the "Grundrisse" and…

This dissertation examines how the recent rise in college going for young people from low-income families in the United States has shaped processes that reproduce poverty. Drawing on 2,400 hours of ethnographic fieldwork conducted over 25 months with eight young Black men in New Orleans, the study provides an in-depth look at the experience of…

In this article, we investigate the college teaching experiences of four first-generation and working-class (FGWC) sociology educators with varying social locations. We used collaborative autoethnography to compare our backgrounds and university navigational strategies employed and shared with our students and mentees. Using an intersectional…

St. Patrick's Catholic School is a coeducational Catholic preparatory school located in a large northeastern city. The school serves an exclusively non-white, working-class student population who demonstrates the motivation and potential to attend and graduate from college. The school's mission calls for its staff to be guided by "cura…

The purpose of this article was to examine the effects of having an academic or student affairs professional mentor on working-class first-generation students' sense of belonging and resilience. The authors used propensity score matching techniques to develop matched pairs of working-class first-generation students who did and did not have a…