My current work includes several projects focused on the management of class and intersectional (race and gender) inequalities on campus.
Low-socioeconomic status faculty members
This project focuses on faculty members who grew up in low-income, working-class, and/or first-generation college families and uses in-depth interviews with over 45 academic professionals (those who have completed doctoral work or who are in the process of doing so and who have responsibility for teaching at the college level) from diverse race, ethnic, gender, and employment positions. Forthcoming and published work centers on the ways cross- and within-class dynamics take place among faculty members and between professors and students, radicalized differences among low-SES faculty members, and how class is enacted in professional academic life. The first article, focused on low-SES background as a possible source of stigma among faculty, was recently published in Sociology of Education.
Student clubs as venues for support and change
The last five years have seen a rapid growth in campus-based efforts to increase awareness of low-SES students. Many of these have been initiated by students themselves, whether through anonymous online “confession” pages or advocacy and activism groups on campus. This project examines students’ experiences in social and political organizing around class at selective colleges, focusing on how students talk about class inequality in a class-homogenous setting. Subsequent interview waves will focus on administrators with similar goals.
Race, gender, and first-generation status at elite colleges
What helps students achieve socioeconomic mobility through college? Research on socioeconomically disadvantaged students has increasingly recognized first-generation status (meaning, those whose parents have not graduated from college) as a crucial source of stratification. But despite longstanding literature on race and gender stratification on campus, scholars to date have failed to examine the ways race and gender may lead to heterogenous outcomes among first-gen students. This book project, co-authored with Janel Benson and under contract with Oxford University Press, uses in-depth interviews and survey data with firs-gen students at selective campuses to uncover the complex ways that first-generation students sort themselves and are sorted into very different college worlds depending on their race and gender, shaping their experiences as first-gen students with both immediate and long-term implications for climbing the socioeconomic ladder. This project expands contemporary understandings of first-gen college campus lives and possibilities for mobility, and the ways that programs intended to help all first-gen students may only effectively be supporting some.