Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds – ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured – this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy.Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke.This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories.

"Through 26 narratives of individuals from poor and working class backgrounds, this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy. This book compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds"--

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 BookTok viral author of The Obsession comes a new YA thriller for fans of Gossip Girl and Euphoria. *BuzzFeed Highly Anticipated Thriller of 2022 *PopSugar Best YA Book *Netgalley Most Anticipated Novel of 2022 She's a liar. A cheater. A murderer. And it's only her first semester. Lia Setiawan has never really fit in. And when she wins a full ride to the prestigious Draycott Academy on a track scholarship, she's determined to make it work even though she's never felt more out of place. But on her first day there she witnesses a girl being forcefully carried away by campus security. Her new schoolmates and teachers seem unphased, but it leaves her unsure of what she's gotten herself into. And as she uncovers the secrets of Draycott, complete with a corrupt teacher, a golden boy who isn't what he seems, and a blackmailer determined to get her thrown out, she's not sure if she can trust anyone...especially when the threats against her take a deadly turn.

We slipped into this country like thieves, onto the land that once was ours. With these words, spoken by an illegal Mexican day laborer, The Madonnas of Echo Park takes us into the unseen world of Los Angeles, following the men and women who cook the meals, clean the homes, and struggle to lose their ethnic identity in the pursuit of the American dream. When a dozen or so girls and mothers gather on an Echo Park street corner to act out a scene from a Madonna music video, they find themselves caught in the crossfire of a drive-by shooting. In the aftermath, Aurora Esperanza grows distant from her mother, Felicia, who as a housekeeper in the Hollywood Hills establishes a unique relationship with a detached housewife. The Esperanzas’ shifting lives connect with those of various members of their neighborhood. A day laborer trolls the streets for work with men half his age and witnesses a murder that pits his morality against his illegal status; a religious hypocrite gets her comeuppance when she meets the Virgin Mary at a bus stop on Sunset Boulevard; a typical bus route turns violent when cultures and egos collide in the night, with devastating results; and Aurora goes on a journey through her gentrified childhood neighborhood in a quest to discover her own history and her place in the land that all Mexican Americans dream of, "the land that belongs to us again." Like the Academy Award–winning film Crash, The Madonnas of Echo Park follows the intersections of its characters and cultures in Los Angeles. In the footsteps of Junot Díaz and Sherman Alexie, Brando Skyhorse in his debut novel gives voice to one neighborhood in Los Angeles with an astonishing— and unforgettable—lyrical power.

Rapidly changing global demographics demand visionary, collaborative, and culturally appropriate leadership practices on university campuses. In the face of widening gaps in academic achievement and socio-economic roadblocks, Culturally Responsive Leadership in Higher Education offers a new vision of leadership, where diversity is transformed from challenge into opportunity. This book offers a range of perspectives from culturally, racially, linguistically, ability, and gender-diverse contributors who demonstrate that effective leadership springs from those who engage, link theory to practice, and promote access, equity, and educational improvement for underserved students. Each chapter explores a critical higher educational leadership issue with feasible strategies and solutions. In this exciting book, theory and research-based chapters unpack culturally responsive leadership, revealing how higher education leaders in the U.S. and international contexts can improve their practice for social equity and educational change.

From the # 1 New York Times–bestselling author of Black Hawk Down: The “shocking” story of the country’s unlikeliest drug kingpin (The Baltimore Sun). By the early 1980s, Larry Lavin had everything going for him. He was a bright, charismatic young man who rose from working-class roots to become a dentist with an Ivy League education and a thriving practice, and a beloved father with a well-respected family in one of Philadelphia’s most exclusive suburbs. But behind the façade of his success was a dark secret: Lavin was also the mastermind behind a cocaine empire that spread from Miami to Boston to New Mexico, catering to lawyers, stockbrokers, and other professionals, and generating an annual income of $60 million for the good doctor. Now, Mark Bowden, a “master of narrative journalism” (The New York Times Book Review) tells the harrowing saga of Lavin’s rise and fall in “a shocking American tragedy . . . [that] shoots straight from the hip” (Pittsburgh Post-Gazette). “An engrossing crime story and a compelling morality tale.” —The Arizona Republic “Has all the elements of a chilling suspense thriller . . . A smoothly crafted, exciting, can’t-put-it-down book.” —The New Voice (Louisville)

"Per the UK publisher William Collins's promotional copy: "There is a quarter of this planet which is often forgotten in the histories that are told in the West. This quarter is an oceanic one, pulsating with winds and waves, tides and coastlines, islands and beaches. The Indian and Pacific Oceans constitute that forgotten quarter, brought together here for the first time in a sustained work of history." More specifically, Sivasundaram's aim in this book is to revisit the Age of Revolutions and Empire from the perspective of the Global South. Waves Across the South ranges from the Arabian Sea across the Indian Ocean to the Bay of Bengal, and onward to the South Pacific and Australia's Tasman Sea. As the Western empires (Dutch, French, but especially British) reached across these vast regions, echoes of the European revolutions rippled through them and encountered a host of indigenous political developments. Sivasundaram also opens the door to new and necessary conversations about environmental history in addition to the consequences of historical violence, the extraction of resources, and the indigenous futures that Western imperialism cut short"--

Exploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public. Higher education gets a bad rap these days. The public perception is that there is a growing rift between public universities and the elected officials who support them. In What's Public about Public Higher Ed?, Stephen M. Gavazzi and E. Gordon Gee explore the reality of that supposed divide, offering qualitative and quantitative evidence of why it's happened and what can be done about it. Critical problems, Gavazzi and Gee argue, have arisen because higher education leaders often assumed that what was good for universities was good for the public at large. For example, many public institutions have placed more emphasis on research at the expense of teaching, learning, and outreach. This university-centric viewpoint has contributed significantly to the disconnect between our nation's public universities and the representatives of the people they are supposed to be serving. But this gulf can only be bridged, the authors insist, if people at the universities take the time to really listen to what the citizens of their states are asking of them. Gavazzi and Gee draw on never-before-gathered survey data on public sentiment regarding higher education. Collected from citizens residing in the four most populous states—California, Florida, New York, and Texas—plus Ohio and West Virginia, the authors' home states, this data reflects critical issues, including how universities spend taxpayer money, the pursuit of national rankings, student financial aid, and the interplay of international activities versus efforts to create "closer to home" impact. An unflinching, no-holds-barred exploration of what citizens really think about their public universities, What's Public about Public Higher Ed? also places special emphasis on the events of 2020—including the COVID-19 pandemic and the worst racial unrest seen in half a century—as major inflection points for understanding the implications of the survey's findings.

The Book That Launched an International Movement Fans of The Anxious Generation will adore Last Child in the Woods, Richard Louv's groundbreaking New York Times bestseller. “An absolute must-read for parents.” —The Boston Globe “It rivals Rachel Carson’s Silent Spring.” —The Cincinnati Enquirer “I like to play indoors better ’cause that’s where all the electrical outlets are,” reports a fourth grader. But it’s not only computers, television, and video games that are keeping kids inside. It’s also their parents’ fears of traffic, strangers, Lyme disease, and West Nile virus; their schools’ emphasis on more and more homework; their structured schedules; and their lack of access to natural areas. Local governments, neighborhood associations, and even organizations devoted to the outdoors are placing legal and regulatory constraints on many wild spaces, sometimes making natural play a crime. As children’s connections to nature diminish and the social, psychological, and spiritual implications become apparent, new research shows that nature can offer powerful therapy for such maladies as depression, obesity, and attention deficit disorder. Environment-based education dramatically improves standardized test scores and grade-point averages and develops skills in problem solving, critical thinking, and decision making. Anecdotal evidence strongly suggests that childhood experiences in nature stimulate creativity. In Last Child in the Woods, Louv talks with parents, children, teachers, scientists, religious leaders, child-development researchers, and environmentalists who recognize the threat and offer solutions. Louv shows us an alternative future, one in which parents help their kids experience the natural world more deeply—and find the joy of family connectedness in the process. Included in this edition: A Field Guide with 100 Practical Actions We Can Take Discussion Points for Book Groups, Classrooms, and Communities Additional Notes by the Author New and Updated Research from the U.S. and Abroad