BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Social Class Supports

Programs and Practices to Serve and Sustain Poor and Working Class Students through Higher Education

Paperback
March 2021
9781642671216
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  • Publisher
    Stylus Publishing
  • ISBN 9781642671216
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 22 illus
$37.50
Hardback
March 2021
9781642671209
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  • Publisher
    Stylus Publishing
  • ISBN 9781642671209
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 22 illus
$125.00
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March 2021
9781642671223
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642671223
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 22 illus
$125.00
E-Book (ePub)
March 2021
9781642671230
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642671230
  • Language English
  • Pages 396 pp.
  • Size 6" x 9"
  • Images 22 illus
$37.50

Historically, higher education was designed for a narrow pool of privileged students. Despite national, state and institutional policies developed over time to improve access, higher education has only lately begun to address how its unexamined assumptions, practices and climate create barriers for poor and working class populations and lead to significant disparities in degree completion across social classes.

The data shows that higher education substantially fails to provide poor and working class students with the necessary support to achieve the social mobility and success comparable to the attainments of their middle and upper class peers. This book presents a comprehensive range of strategies that provide the fundamental supports that poor and working class students need to succeed while at the same time dismantling the inequitable barriers that make college difficult to navigate.

Drawing on the concept of the student-ready college, and on emerging research and practices that colleges and universities can use to explore campus-specific social class issues and identify barriers, this book provides examples of support programs and services across the field of higher education – at both two- and four-year, public and private institutions – that cover:

  • Access supports. Examples and recommendations for how institutions can assist students as they make decisions about applications and admission.
  • Basic needs supports. Covering housing and food security, necessary clothing, sense of belonging through co-curricular engagement, and mental health resources.
  • Academic and learning supports. Describes courses and academic programs to promote full engagement among poor and working class students.
  • Advising supports. Illustrates advising that acknowledges poor and working class students’ identities, and recommends continued training for both staff and faculty advisors.
  • Supports for specific populations at the intersection of social class with other identities, such as Students of Color, foster youth, LGBTQ and doctoral students.
  • Gaining support through external partnerships with social services, business entities, and fundraising.
This book is addressed to administrators, educators and student affairs personnel, urging them to make the institutional commitment to enhance the college experience for poor and working class students who not only represent a substantial proportion of college students today, but constitute a significant future demographic.

From the Foreword:

"Education and poverty are tied together in a nightmare of policy failures, bureaucratic culture, stereotypes those trapped by poverty, and professional inaction. Fortunately, this important and timely work from Georgianna Martin and Sonja Ardoin help us unpack the link between education and poverty. In doing so, the reports from and about social justice warriors provide the roadmap for higher education to change itself and then change our country.  

I was inspired by the efforts captured within this book. You will be challenged by these examples of innovation, realization, and actualization. The editors effectively segment examples how higher education institutions see, hear, and support a class of students higher education usually ignores. I was moved by each chapter and initiatives showcased. I saw my own institutional transformation at Amarillo College located within the groundbreaking work you will read.

I know how powerful it can be when you see your students for who they really are and commit your entire institution to their success. I witnessed the transformation of knowing your student, loving her, and building yourself for her. At Amarillo College, we named our typical student Maria. She is woven into each page of each chapter of this incredible publication. I want you to meet and know her, because she will challenge you to rethink your own work in the context of the Social Class Supports: Programs and Practices to serve and sustain poor and working class students through higher education."

Russell Lowery-Hart, president - Amarillo College

Foreword
Acknowledgments

Introduction—Sonja Ardoin and Georgianna Martin

Part One: Access Supports
1) Rural Scholars: Grounded in and Focused on Community Assets—Erica Eckert, LeAnn Starlin Nilsson, Wendy C. Pfrenger, and David M. Dees
2) Hoos First Look: The University of Virginia’s Student-Led Fly-In Program—Brandon Thompson, Joanne Lee, and Donald Cooper
3) Institutionalized Efforts Impacting Access and Success for Low-Income Students—Belinda Zamacona, Leslie H. Pendleton, and Cecilia E. Suarez

Part Two: Basic Needs Support
4) Creating a Solid Foundation: Integrated Basic Needs Support—Molly C. Ward and Miguel Arrellano Sanchez
5) From the Ground Up: Building a Brand New Food Pantry Through Collaboration—Jordan Ratzlaff and Tricia Shalka
6) Establishing a Food Pantry on Your Campus: Insights and Lessons from Private Universities—Bridgette Behling and Erika Cohen-Derr
7) Clothing Programs: Dressed to Graduate—Maureen M. McGuinness
8) Enrolled But Excluded: The Barriers to Student Engagement Facing Low-Income -Students in Higher Education—Brian G. Swenson
9) A Teal C.A.R.E. Approach to Social Class Supports—Rebecca Rampe

Part Three: Academic and Learning Supports
10) Under-Resourced Students and Undergraduate Research: Lessons From a McNair Scholars Program—Ashley B. Clayton, Tiffany J. Davis, and Joseph R. Givens
11) Two Community College Programs Designed to Ensure Student Success—Tony W. Cawthon, Jenni E. Creamer, and Linda Jameison
12) A Class on Social Class: Lessons from a First-Year Seminar—Genia M. Bettencourt
13) Making Academic Materials Available for Free or Minimal Costs—David J. Nguyen, Katy Mathuews, and Bradley Cohen
14) Let’s Talk About Class: Exploring Social Class Identity Through Intergroup Dialogue—Michelle L. Rogers and Adriana Ruiz Alvarado

Part Four: Advising Supports
15) An Overview of Academic Advising for Poor and Working Class Students—Karen Sullivan-Vance
16) Validating Approaches to Proactive Advising: A Promising Practice to Promote College Success Among Low-Income, First-Generation, and Racially Minoritized Students In a Comprehensive College Transition Program—Joseph A. Kitchen, Rosemary J. Perez, and Ronald E. Hallett
17) Micro to Macro: Expanding First-Generation, Poor, and Working Class Student Support Through Training—Carli Rosati and David J. Nguyen

Part Five: Support for Specific Populations
18) Where Do We Begin? Establishing Support Services for First-Generation College, Low-Income, Working Class, and Undocumented Students—Renata Mauriz, Julio Reyes, and Deborah M. Warnock
19) “Pursuing the Future We Want”: An Examination of the College Transition of Academically Talented Black American Collegians From Working-Class Communities—Jennifer M. Johnson
20) Beyond the Basics: Two Approaches to Comprehensive Support for Low-Income -Students in Two Hispanic-Serving Institutions—Beth Lesen, Danielle Muñoz, Paul J. Rodriguez, and Brandon Cruz
21) Queering Social Class: Considering LGBTQ Students in Supportive Initiatives—Roman Christiaens, Mark Chung Kwan Fan, and Raivynn Smith
22) Fostering Success: Supporting College-Going Foster Youth on Campus—Sara I. Gamez and Kizzy Lopez
23) Supporting Poor and Working-Class Students’ Access to Professional Development During Doctoral Programs in Education—Sloane M. Signal, David J. Nguyen, Marilyn J. Amey, Ramona Jean-Perkins

Part Six: Supports Through External Partnership
24) Using the Art of Advancement to Support Poor and Working Class Students—Christian K. Wuthrich and Cara Walker
25) The Old Dominion University Center for Social Mobility—Carin W. Barber, Ellen J. Neufeldt, John R. Broderick, Don M. Stansberry, and Yousef T. Abraham
26) Community Colleges Partnering with Community Based Organizations—Desiree Polk-Bland
27) Large-Scale Partnerships with Professional Associations: The Evolution of NASPA’s Socioeconomic and Class Issues in Higher Education Knowledge Community—Steve Jenks

Implications and Conclusion—Georgianna Martin and Sonja Ardoin
Afterword
Editors and Contributors
Index

Georgianna Martin

Georgianna Martin is Associate Professor of Counseling & Human Development Services at the University of Georgia (UGA). Dr. Martin completed her PhD in Higher Education & Student Affairs at the University of Iowa, Master’s degree in College Student Personnel at Bowling Green State University, and Bachelor of Science degree in Psychology at Millsaps College. Her primary research interests are on the social class identity and college experiences of low-income, first-generation students; the impact of college students' out-of-class experiences on key learning outcomes such as critical thinking and socially responsible leadership; and social/political activism. Dr. Martin is also a first-generation college student, a mother of three daughters, a wife, and a dog lover. She has published over 30 articles and book chapters and 6 books in the field of higher education and student affairs.

Sonja Ardoin

Sonja Ardoin is a learner, educator, facilitator, and author. She originates from "Cajun country" - the small, rural community of Vidrine, LA specifically - and is proud of her first generation college student to Ph.D. educational journey, with degrees from LSU, Florida State, and NC State. A self-described scholar-practitioner, Sonja made the move from full-time administrator to full-time faculty member in 2015 and currently serves as assistant professor of student affairs administration at Appalachian State University. Her career path includes experience in student activities, leadership development, community engagement, fraternity and sorority life, student conduct, and academic advising. Sonja studies social class identity in higher education; college access and success for first generation college students and students from rural areas; student and women’s leadership; and professional preparation and career pathways in higher education and student affairs. She stays engaged in the higher education field through presenting, facilitating, and volunteering with national organizations such as ASHE, NASPA, ACPA, LeaderShape, Zeta Tau Alpha, Delta Gamma, and Peer Forward and reviewing for several journals. Sonja is also a contributor to the NASPA Center for First-generation Student Success advocacy group, the NASPA Socioeconomic and Class Issues in Higher Education Knowledge Community, and the AFLV Board of Directors. Learn more about Sonja at https://www.sonjaardoin.com/.

Access to higher education; disparities in degree completion; social class; poor and working class students; student-ready college; access supports; basic needs supports; housing and food security; co-curricular engagement; mental health resources; academic and learning supports; student engagement; advising supports; intersectionality; student affairs; first-generation students; low-income students