WCSA Working-Class Academics Chair, Debbie Warnock, is conducing a survey on low-income, first-generation, and working-class undergraduate students. See the information below if you’re interested:
Are you a first-generation college student? Are you from a low-income or working-class background? Would you like to volunteer to participate in a study about your experiences of class on campus?
In order gain insight into the experiences of low-income, first-generation, and working-class (LIFGWC) students, Dr. Debbie Warnock and student research assistants at Bennington College have developed a survey that asks about institutional supports on campus, as well as sources of informal support, such as relationships with faculty, staff, and fellow students from similar class backgrounds.
Participants will be contributing to our knowledge of the first-gen/low-income/working-class student experience on campus and can opt into a drawing for a $50 Amazon gift card.
To participate, simply go to TINYURL.COM/CLASSONCAMPUS
Feel free to contact email@example.com with any questions. Thanks!
Dr. Kim A. Case, Professor of Psychology at University of Houston-Clear Lake, published her essay “Insider Without: Journey across the Working-Class Academic Arc” in the most recent issue of the Journal of Working-Class Studies. In the article, which is available here, she applies intersectional theory in connecting personal experiences with existing working-class studies scholarship. In introducing a three-phase academic arc, she writes to “raise awareness of the invisible academic class culture which invalidates working-class ways of being and knowledge production.”
Dr. Case provides lots of useful, and free, resources on intersectional and privilege pedagogies at her website, here.
Working in Class: Recognizing How Social Class Shapes Our Academic Work, edited by Allison L. Hurst and Sandia Kawecka Nenga, has just been published by Rowman & Littlefield. The volume features essays by several WCSA members including Sara Appel, Lynn Arner, and Deborah M. Warnock. According to Rowman’s website, “More students today are financing college through debt, but the burdens of debt are not equally shared. The least privileged students are those most encumbered and the least able to repay. All of this has implications for those who work in academia, especially those who are themselves from less advantaged backgrounds. Warnock argues that it is difficult to reconcile the goals of facilitating upward mobility for students from similar backgrounds while being aware that the goals of many colleges and universities stand in contrast to the recruitment and support of these students. This, combined with the fact that campuses are increasingly reliant on adjunct labor, makes it difficult for the contemporary tenure-track or tenured working-class academic to reconcile his or her position in the academy.”