ERIC Number: EJ993940
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-080X
EISSN: N/A
Learners, Learning, Learned: Class, Higher Education, and Autobiographical Essays from Working-Class Academics
Brook, Heather; Michell, Dee
Journal of Higher Education Policy and Management, v34 n6 p587-599 2012
In this article, we argue that the expectations, experience, and identities of academics may be just as crucial to improving the participation of students from low socio-economic status (SES) as higher education policies, admissions and marketing activities, but are routinely ignored. In particular, we observe that highly relevant, well-informed, and readily accessible accounts offered by academics from working-class backgrounds are not credited with the attention they deserve. This gap, or silence, signals a complex and poorly-understood relationship between education, knowledge and class. We assert that without addressing and better understanding this relationship, the situation is unlikely to improve, and the enrolment share of low SES students will remain shamefully low.
Descriptors: Higher Education, Working Class, Biographies, Expectation, Socioeconomic Status, Correlation, College Faculty, Self Concept, Educational Policy, Marketing, College Admission, Knowledge Level, Social Class, Enrollment, College Attendance
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A