Of blue collars and ivory towers: Women from blue‐collar backgrounds in higher education

Miller, Darlene; Kastberg, Signe M.

doi:10.1080/02783199509553693

Cited by 18 publications

(11 citation statements)

References 7 publications

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“…For workingclass students, this may include learning to devalue their own background. Poor and working-class people report being openly and subtly denigrated in universities and find that their views and experiences are seldom reflected in the curriculum (Ball, 2003;Miller & Kastberg, 1995). Granfield (1994) found that working-class students at an elite law school felt alienated, out of place, and embarrassed by their differences from other students.…”

Section: Class Cultures In the University Contextmentioning

confidence: 99%

“…Even expressing the desire to attend university may be seen as a comment on the inadequacy of one's family and friends. Many working-class students report tension between remaining loyal to their families and adopting new, middle-class values (Ball, 2003;Granfield, 1994;Hoyt, 1999;Marantz Cohen, 1998;Miller & Kastberg, 1995).…”

Section: Class Cultures In the University Contextmentioning

confidence: 99%

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The collective identity of social class : a social-psychological perspective on socioeconomic status and postsecondary achievement

Thibodeau¹

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Section: Class Cultures In the University Contextmentioning

confidence: 99%

Section: Class Cultures In the University Contextmentioning

confidence: 99%

The collective identity of social class : a social-psychological perspective on socioeconomic status and postsecondary achievement

Thibodeau¹

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“…In addition, school psychologists should keep in mind that it might be harder for students from underrepresented groups to thrive in formal GATE programs. For example, several studies have found (a) some students from underrepresented groups do not feel that they belong in programs for high achievers (e.g., Ford, Grantham, & Whiting, 2008;Miller & Kastberg, 1995;Walton & Cohen, 2007), (b) some teachers hold perceptions of students from underrepresented groups that may hinder their ability to help effectively develop the talent of these students (e.g., Elhoweris et al, 2005;Hargrove & Seay, 2011), and (c) students from underrepresented backgrounds generally have fewer resources, on average, to help them succeed in GATE programs compared to students from groups that are well represented (Kaushal & Nepomnyaschy, 2009;McBee, 2006;Olszewski-Kubilius & Corwith, 2018). As a result, students from underrepresented groups may need additional supports in GATE programs.…”

Section: Diversity and Multi-cultural Considerationsmentioning

confidence: 99%

Developing academic talent as a practicing school psychologist: From potential to expertise

Dixson

Olszewski‐Kubilius

Subotnik

et al. 2020

Psychology in the Schools

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In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain‐specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi‐cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.

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“…No literature exists that specifically utilizes qualitative data and research methods to examine the phenomenon of working-class women who work as faculty and administrators in community colleges. A few studies of working-class women who are faculty and administrators in four-year institutions or in a variety of schools that cross Carnegie classifications do exist (Kastberg, 1998;Miller & Kastberg, 1995). These works were relevant to the proposed study, and are reviewed in Chapter 2.…”

Section: Significancementioning

confidence: 99%

“…Miller and Kastberg (1995) maintained that working-class laborers perform labor that offers little, if any, autonomy. Moreover, although some working-class persons receive wages similar to those of middle-class professionals, their lives are rooted in a culture that exhibits values distinct from middle-class life.…”

Section: Chapter 2 Literature Reviewmentioning

confidence: 99%

From working-class origins to academia: community college women who have crossed the great class divide

Brodersen¹

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There is a paucity of research about the experiences of women from working-class families who become faculty or administrators in higher education institutions. Most research and literature about the experiences of female faculty and administrators focus on those women who work in four-year college and university settings. This phenomenology focused on the experiences of nine working-class women who are faculty and administrators at a large, Midwestern, multi-campus community college. The participants shared their perceptions and experiences as children and adolescents in a working-class family, as students, as wives and mothers, and as community college professionals, and how these shaped their lives both personally and professionally. This research illuminated the experiences of women whose lives bridged the chasm between working-class America and the doors of two-year colleges. Among the findings were the participants' consistent commitment to working two and sometimes three jobs throughout their lives, and a common work ethic that has been a thread throughout their personal and professional lives. A reoccurring theme was the participants' constant search and effort to establish different kinds of community throughout their lives. Their efforts to find supportive educators, peers, and colleagues during their early years, college experiences, and professional lives, is nothing short of remarkable. Their narratives give rise to the premise that community colleges should aim to work together to share innovations in student services, curriculum development, and professional development. Although community colleges are local institutions, their goals for developing human resources should be allencompassing in scope. The participants in the study revealed that their pathways enabled vii them to empathize with, relate to, and encourage students. Therefore, community colleges should seek to develop programs and opportunities for faculty and administrators who are female. Investigations of needs, interests, and talents among working-class women who are faculty and administrators will do much to shape their career tracks, leadership styles, and resultant roles in community colleges. Dissertation Overview Chapter 2 of this dissertation provides a literature review of the research associated with working-class women in academia. The literature review begins with an examination of social stratification between Americans from working-class and middle-class backgrounds, respectively. The literature review continues with an exploration of works on women who work as faculty and administrators in academia, and, more specifically, in community colleges. Finally, works on women from working-class backgrounds who work as faculty and administrators in colleges of differing Carnegie classifications provide context for situating the study. The literature review concludes with examinations of the constructed life and work roles of working-class women who have experienced phenomena such as hybridity (living in working-class and middle-...

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Of blue collars and ivory towers: Women from blue‐collar backgrounds in higher education

Cited by 18 publications

References 7 publications

The collective identity of social class : a social-psychological perspective on socioeconomic status and postsecondary achievement

The collective identity of social class : a social-psychological perspective on socioeconomic status and postsecondary achievement

Developing academic talent as a practicing school psychologist: From potential to expertise

From working-class origins to academia: community college women who have crossed the great class divide

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