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The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students Kindle Edition
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“What Jack discovered challenges us to think carefully about the campus lives of poor students and the responsibility elite institutions have for not only their education but also their social and economic mobility…The Privileged Poor breaks new ground on social and educational questions of great import.”―Washington Post
“[An] eye-opening exposure of what it’s like to be poor on elite college campuses…Jack’s book brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions for fostering policies that often ‘emphasize class differences, amplifying students’ feelings of difference and undercutting their sense of belonging.’”―Washington Post
“A sobering reminder that, despite considerable efforts in recent years to increase the intake of talented young adults from disadvantaged backgrounds into leading universities and colleges, much more needs to be done to prepare and support them during their studies if they are to thrive.”―Andrew Jack, Financial Times
“[An] examination of the way elite colleges and universities welcome, and don’t welcome, students from the working classes.”―Edwin Aponte, The Nation
“Navigating college is hard for many young people, and for low-income students or kids whose parents didn’t go to college, it can be even trickier…So many professors have told me this book made them rethink their own classrooms.”―Elissa Nadworny, NPR Books
“The lesson is plain―simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.”―David Kirp, American Prospect
“Jack wants people to see beyond his personal success to his research findings: Elite colleges not only fail to admit enough low-income students; they also fail to care for the ones they let in.”―Chris Quintana, Chronicle of Higher Education
“This book’s central message is as plain as it is substantial: access is not the same as inclusion. Increasing the number of low-income students in higher education is only the start of a university’s obligations…As a skillful interviewer and insightful observer, Jack reveals deep-seated class disparities that manifest themselves not just in the clothes students wear and the holidays they take, but in what they expect of their professors and envisage for themselves while in university and beyond. In so doing, Jack opens up new ground to interrogate the ‘long shadow’ of class inequality throughout the educational system. For all these reasons, this book is a considerable achievement.”―Malik Fercovic, LSE Review of Books
“[A] remarkable book…I believe every administrator, faculty and student in college should read this to understand some obstacles students encounter in college that often go unnoticed.”―Andrew Martinez, Diverse: Issues in Higher Education --This text refers to the hardcover edition.
About the Author
- Publication Date : March 1, 2019
- File Size : 1034 KB
- Word Wise : Enabled
- Print Length : 280 pages
- Publisher : Harvard University Press (March 1, 2019)
- X-Ray : Not Enabled
- Enhanced Typesetting : Enabled
- ASIN : B07N2S7DLV
- Text-to-Speech : Not enabled
- Language: : English
- Page Numbers Source ISBN : 0674976894
- Lending : Not Enabled
- Best Sellers Rank: #77,446 in Kindle Store (See Top 100 in Kindle Store)
- Customer Reviews:
Top reviews from the United States
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The distinction between PP and DD is that PP students were given similar assistance to gain admission to expensive high schools, whereas DD were admitted from public schools.
The sample was also split by ethnic background and, for me, the most interesting result was that the attitudes observed were much more conditioned by income group than by ethnic background. That did come as a surprise to me.
What didn't come as a surprise was that UI students showed confidence and had few qualms in drawing on university resources, both material and human, to serve their particular needs. PP students were more inhibited in this and DD students more inhibited still.
Similarly, UI students were uninhibited in wearing expensive clothes and accessories and talking (and sharing pictures) about luxury vacations and extravagant parties. PP students had been exposed to such behaviour in their high schools and, whilst discomforted by it, did not feel as much of a culture shock as did the DD students.
These results were so predictable that I gave up around 1/3rd of the way through the book. Having spent 14 years of my life as a university lecturer, this should have been fascinating research for me, but - apart from the interesting irrelevance of ethnic background - I felt that I was gaining no insights in carrying on.
I can recommend this book as appropriate for both academic and non-academic audiences. I read it in a graduate seminar but would feel comfortable recommending it to the educators in my family. The methodological appendix is extremely good, showing that scientific work and reflexive work are not total opposites.
I am surprised to see other reviews describe the book as an ethnography, because I felt the project was very interview-driven (103 interviews with students and then supplementary interviews with other members of the university) and only supplemented by field data. I wouldn't want anyone to expect an ethnography.
This book is a moving call to action and required reading for everyone!