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
- Publisher
Stylus Publishing - Published
28th July 2021 - ISBN 9781642671216
- Language English
- Pages 432 pp.
- Size 6" x 9"
- Images 22 illus
- Publisher
Stylus Publishing - Published
19th July 2021 - ISBN 9781642671209
- Language English
- Pages 432 pp.
- Size 6" x 9"
- Images 22 illus
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- Publisher
Stylus Publishing - Published
8th July 2021 - ISBN 9781642671223
- Language English
- Pages 432 pp.
- Size 6" x 9"
- Images 22 illus
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- Publisher
Stylus Publishing - Published
8th July 2021 - ISBN 9781642671230
- Language English
- Pages 432 pp.
- Size 6" x 9"
- Images 22 illus
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.
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
“Utilizing the expertise of students, practitioners, scholars, and faculty, the editors have curated a robust compendium of resources to support poor and working-class college students in higher education. This volume should be read by anyone seeking to center the experiences of marginalized students on their campuses; validate poor and working-class students' strengths, assets, and struggles; disrupt the stratified system of higher education; and dismantle axiomatic cycles of social reproduction on the eternal journey toward social justice, equity, and inclusion.”
Krista Soria - Director of Student Affairs Assessment, University of Minnesota
"Martin and Ardoin have created a masterful resource that provides scholars, administrators in higher education, ans students a way to transform colleges and universities. This book represents an important advancement in conceptualizing social class and classism as a critical aspect in our intersectional approaches to create and sustain healthy living and learning environments."
William Ming Liu - Professor and Chair; Department of Counseling, Higher Education, and Special Education; College of Education, University of Maryland
"[This] is the book we all need right now! Martin and Ardoin have pulled together an exceptional group of professionals who share powerful stories, do meaningful work, and offer practical strategies to support poor and working-class students in higher education."
Jackie Thomas Jr. - Chief Strategist, Lone Star College-Tomball
"This long-overdue work offers proven strategies and keen analysis that will assist practitioners and decision-makers as they seek to increase access, remove barriers, and change mindsets to support poor and working-class students as they navigate institutions that were not built with them in mind."
Jeremiah Shinn - Vice President for Student Affairs, Louisiana State University
Foreword
—Russel Lowery-Hart
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 R. 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) Underresourced 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 at Minimal Cost—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, and 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
L. and Sonja Ardoin
Afterword
—Georgianna L. Martin and Sonja Ardoin
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, Ph.D. is a learner, educator, facilitator, and author. Proud of her rural hometown of Vidrine, Louisiana, her working-class, Cajun roots, and her first-generation college student to PhD journey, Sonja holds degrees from LSU, Florida State, and NC State. A self-described scholar-practitioner, Sonja served as an administrator for 10 years before shifting to the faculty in 2015 and currently serves as associate professor of higher education and student affairs at Clemson University. Her career path includes experience in academic administration, academic advising, community engagement, fraternity and sorority life, leadership development, student activities, and student conduct. Sonja studies social class identity in higher education; college access and success for rural and first-generation college students; student and women’s leadership; and professional preparation and career pathways in higher education and student affairs. She stays engaged in the broader field through presenting, facilitating, and volunteering with ACPA, AFLV, ASHE, the Center for First-generation Student Success, NASPA, and several journal editorial boards. Learn more about Sonja at https://www.sonjaardoin.com/.