Expanding Economic Democracy in American Higher Education: A Two-Step Approach to Hiring More Teachers from Poverty- and Working-Class Backgrounds

Autor/in	Oldfield, Kenneth
Titel	Expanding Economic Democracy in American Higher Education: A Two-Step Approach to Hiring More Teachers from Poverty- and Working-Class Backgrounds
Quelle	In: Journal of Higher Education Policy and Management, 29 (2007) 2, S.217-230 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
Schlagwörter	Higher Education; Universities; Socioeconomic Background; Personnel Selection; Socioeconomic Status; Social Class; Working Class; Teacher Background; Diversity (Faculty); Equal Opportunities (Jobs); Equal Education; Teacher Employment; Teaching (Occupation); Teacher Shortage; Teacher Persistence; Labor Turnover; Teacher Recruitment; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Sozioökonomische Lage; Personalauswahl; Personalentscheidung; Socio-economic status; Sozioökonomischer Status; Social classes; Soziale Klasse; Arbeiterklasse; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Teaching; Lehrberuf; Lehrermangel; Lehrerrekrutierung; USA
Abstract	American universities are seeking to increase "academic staff diversity" by hiring more females, racial/ethnic minorities, military veterans, and persons with disabilities. Various researchers have presented evidence showing that people of poverty and working-class origins are significantly underrepresented within the US academic staff. Nevertheless, no college or university includes social class background considerations among its diversity criteria. The first part of this study recommends "informal" procedures currently employed teachers can use to expand economic democracy in higher education by hiring more academics of humble origins. The second part shows how the consequences of these unofficial efforts can be directed toward making social class background a "formal" part of every American university's academic staff hiring standards. The discussion also lists anticipated criticisms of this proposal and appropriate responses for each complaint. In this paper, "working-class academics" includes teachers whose parents or guardians never attended college and who held jobs commonly associated with blue-collar, pink-collar, or poverty-class occupations, such as short-order cooks, domestics, labourers, waiters, waitresses and other vocations usually not requiring at least an associate or undergraduate degree for entry. To avoid monotonous repetitions, the terms "college" and "university" are used interchangeably, as are "social class background", "social class origins", "socioeconomic background" and "socioeconomic origins". While the title of this article includes "hiring", the discussion also offers comments about recruiting and retaining working-class academics. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10