Paying for the Party

Armstrong, Elizabeth A.; Hamilton, Laura T.

doi:10.4159/harvard.9780674073517

Cited by 517 publications

(72 citation statements)

References 2 publications

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“…What organizational actors can influence efficiently are organizational arrangements that shape self-regulation and motivation, either through instructional strategies that promote reflection and integration or by employing high-risk assessments that prevent students who stumble from recovering. The organization of the curriculum and the co-curriculum can create social pathways that de-motivate students and complicate their path to graduation [3].…”

Section: Literature Reviewmentioning

confidence: 99%

What and when

Brown

DeMonbrun

Lonn

et al. 2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

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In this paper we discuss the results of a study of students' academic performance in first year general education courses. Using data from 566 students who received intensive academic advising as part of their enrollment in the institution's premajor/general education program, we investigate individual student, organizational, and disciplinary factors that might predict a students' potential classification in an Early Warning System as well as factors that predict improvement and decline in their academic performance. Disciplinary course type (based on Biglan's [7] typology) was significantly related to a student's likelihood to enter below average performance classifications. Students were the most likely to enter a classification in fields like the natural science, mathematics, and engineering in comparison to humanities courses. We attribute these disparities in academic performance to disciplinary norms around teaching and assessment. In particular, the timing of assessments played a major role in students' ability to exit a classification. Implications for the design of Early Warning analytics systems as well as academic course planning in higher education are offered.

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Section: Literature Reviewmentioning

confidence: 99%

What and when

Brown

DeMonbrun

Lonn

et al. 2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

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“…Pallavi's "everything" notably does not include work for pay, which makes her part of a privileged minority of undergraduates who are able to focus on cultivating GPA and institutional honors and/or idealized careers as tuition and living costs do not factor largely in their immediate concerns (Armstrong and Hamilton 2013;Goldrick-Rab 2006). Pallavi, an in-state student with a small academic merit scholarship-unlike Lyndsey, an out-of-state student with no scholarship monies-never discussed student debt or financial concerns with me beyond the cost of "going out" or purchasing desired goods.…”

Section: Expressing Entitlement To Prior-to-interaction Definitions Omentioning

confidence: 99%

Making MY Grade

Smith

2016

Journal of Contemporary Ethnography

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This article presents an "ethnographic revisit" of Making the Grade, Becker, Geer, and Hughes's (1968) study of student-faculty interaction. A threeyear ethnographic study of student-faculty interaction at a U.S. research university shows undergraduates engaging in practices of negotiation unheard of in the study by Becker, Geer, and Hughes. These practices of negotiation include (1) defining effort prior to interaction with faculty; (2) expressing entitlement to such definitions with references to "measurable virtues"; and (3) eliciting empathy to restore desired definitions of effort when they appear to be challenged. I refer to these practices altogether as "making my grade," and I explain why privileged students are more likely to enact them.

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“…For example, the college‐for‐all ethos has spread throughout the class structure, encouraging people from all classes to graduate from college and obtain a professional job (Goyette ). Ease at meeting these goals is facilitated by having the financial capital necessary to pay tuition and living expenses as well as the cultural and social capital assumed by colleges and middle‐class workplaces (Armstrong and Hamilton ; Mullen ). After college, opportunities to attend graduate school and obtain prestigious jobs continue to be related to the distribution of financial, cultural, and social capital associated with individuals’ class origin (Mullen, Goyette, and Soares ; Rivera ).…”

Section: Building a New Theory Of Accounts Of Heterophily By Class Ormentioning

confidence: 99%

Explanations of How Love Crosses Class Lines: Cultural Complements and the Case of Cross‐Class Marriages

Streib

2015

Sociological Forum

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Sociologists know little about how actors explain their attraction to a partner who grew up in a different social class or why their accounts are likely. This is problematic as one form of social class heterophily is relatively common-heterophily by class origin. Drawing upon data from interviews with college-educated respondents in heterophilous marriages by class origin (n = 60) as well as interviews with college-educated respondents in homophilous marriages by class origin (n = 20), this article shows that respondents in heterophilous and homophilous marriages say that they appreciate their spouse for different reasons. Whereas actors in homophilous relationships by class origin explain their appreciation for their spouse in terms of cultural similarities, respondents in heterophilous marriages by class origin explain their appreciation of their spouse in terms of "cultural complements"-the obverse of the dispositions they dislike in themselves and attribute to their own upbringing. The article theorizes that accounts of cultural complements are enabled by the social organization of culture by class.

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Paying for the Party

Cited by 517 publications

References 2 publications

What and when

What and when

Making MY Grade

Explanations of How Love Crosses Class Lines: Cultural Complements and the Case of Cross‐Class Marriages

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