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Loyalists, renegades, and double age...

Hurst, Allison L.

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Loyalists, renegades, and double agents: Making sense of working-class identities in college.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Loyalists, renegades, and double agents: Making sense of working-class identities in college./
作者:	Hurst, Allison L.
面頁冊數:	527 p.
附註:	Adviser: Linda O. Fuller.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224094
ISBN:	9780542766718

Loyalists, renegades, and double agents: Making sense of working-class identities in college.
Hurst, Allison L.

Loyalists, renegades, and double agents: Making sense of working-class identities in college. - 527 p.

Adviser: Linda O. Fuller.

Thesis (Ph.D.)--University of Oregon, 2006.

This dissertation focuses on the meanings and experiences of higher education for undergraduates from the working class and how, in particular, the possibility of social mobility through education impacts, refashions, and reconfigures identities of class, race, and gender. Past research has focused on the economic, academic and psychological barriers faced by working-class students. I go beyond those concerns by looking at the experiences of academically successful working-class students, focusing on college effects on class identities. I build on an increasing body of literature demonstrating that working-class students find adjustment to the middle-class-dominated culture of college difficult. My focus is on how these students navigate the contradictory class culture of the typical college. As part of my analysis, I assessed how other identities (race and gender in particular) intersect with class identities in this navigational process.

ISBN: 9780542766718Subjects--Topical Terms:

543175
Education, Higher.

Loyalists, renegades, and double agents: Making sense of working-class identities in college.
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520 $a This dissertation focuses on the meanings and experiences of higher education for undergraduates from the working class and how, in particular, the possibility of social mobility through education impacts, refashions, and reconfigures identities of class, race, and gender. Past research has focused on the economic, academic and psychological barriers faced by working-class students. I go beyond those concerns by looking at the experiences of academically successful working-class students, focusing on college effects on class identities. I build on an increasing body of literature demonstrating that working-class students find adjustment to the middle-class-dominated culture of college difficult. My focus is on how these students navigate the contradictory class culture of the typical college. As part of my analysis, I assessed how other identities (race and gender in particular) intersect with class identities in this navigational process.
520 $a Working-class students, caught between two class positions and cultures (those of working-class families and middle-class college) necessarily make choices of class identification. Some students ("Loyalists") choose to retain their working-class culture and identity to the extent possible, often jeopardizing their success in college. Other students ("Renegades") opt for assimilation into middle-class culture, often at the expense of relationships with friends and family. A few students have so far avoided a choice between the two class cultures and they attempt to adhere to both cultures ("Double Agents"). I conceptualize these choices as navigational strategies. Higher education as it is currently configured and produced thus poses a dilemma for the working-class student.
520 $a The dissertation also explores possible reasons for working-class student's preference of navigational strategy, the constraints on these preferences, and the effects of these strategies, both on the individual student and on class politics. For example, I demonstrate that Renegades are those most sensitive to the pejorative markers of "working class". They defy these stereotypes in the only way they knew how---by becoming the other , and adopting the values and characteristics of the privileged middle class. To the extent that our colleges and universities support them in this project, they are colluding with our unjust class system.
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