Race-Based Assumptions of Social Class Identity and Their Consequences at a Predominantly White, Wealthy Institution

Autor/in	Warnock, Debbie M.
Titel	Race-Based Assumptions of Social Class Identity and Their Consequences at a Predominantly White, Wealthy Institution
Quelle	(2019), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Race; Racial Bias; Social Class; Institutional Characteristics; Whites; College Students; First Generation College Students; Low Income Students; Identification (Psychology); Student Attitudes; Social Bias + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Racial discrimination; Rassismus; Social classes; Soziale Klasse; White; Weißer; Collegestudent; Schülerverhalten
Abstract	I analyze interview data collected from 16 students who were involved in a student-led group for low-income, first-generation, and/or working-class (LIFGWC) students at an elite liberal arts college. I find that students' assumed class identities on campus are tied to their racial identities. Specifically, students of color are overwhelmingly assumed to come from low-income backgrounds and White students are assumed to possess class privilege. Because of this, students of color report feeling further marginalized and White students feel as though their identities and needs as LIFGWC students are ignored. I examine how this conflation of race and class is encouraged by institutional practices as well as question the extent to which students are able to successfully organize around social class. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01