Minding the gap

Preparing the working class for success in academia

Dawn M. Armfield, Shadow W Armfield

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

While many books and articles, including autobiographical accounts, have been written about the working class student and the difficulties of navigating academia, little has been published about the meaning that a working class presence has in academia, and how to bridge the divides between knowing, understanding, and connecting with academic structures and practices when there is little institutional infrastructure to support those needs. This chapter builds on previous research and theory and focus on the teaching structures required to support students as they move from working class backgrounds into academia. We begin by addressing the structures that are in place that limit working class individuals from success in higher education, including familial and economic restraints and connecting with faculty and students who have little comprehension of the constraints placed upon working class academics. We then define how teaching methodologies and practices drawn from understandings of andragogy and adult learning theory can reduce exclusionary practices and create open, inclusive, and supportive learning environments regardless of socio-economic background.

Original languageEnglish (US)
Title of host publicationBuilding for a Sustainable Future in Our Schools
Subtitle of host publicationBrick by Brick
PublisherSpringer International Publishing
Pages15-33
Number of pages19
ISBN (Electronic)9783319124032
ISBN (Print)9783319124025
DOIs
StatePublished - Jan 1 2016

Fingerprint

working class
student
Teaching
learning theory
economics
comprehension
learning environment
infrastructure
methodology
education

Keywords

  • Adult learning theory
  • Andragogy
  • Narrative
  • Social justice
  • Systemic prejudice
  • Working class

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Armfield, D. M., & Armfield, S. W. (2016). Minding the gap: Preparing the working class for success in academia. In Building for a Sustainable Future in Our Schools: Brick by Brick (pp. 15-33). Springer International Publishing. https://doi.org/10.1007/978-3-319-12403-2_2

Minding the gap : Preparing the working class for success in academia. / Armfield, Dawn M.; Armfield, Shadow W.

Building for a Sustainable Future in Our Schools: Brick by Brick. Springer International Publishing, 2016. p. 15-33.

Research output: Chapter in Book/Report/Conference proceedingChapter

Armfield, DM & Armfield, SW 2016, Minding the gap: Preparing the working class for success in academia. in Building for a Sustainable Future in Our Schools: Brick by Brick. Springer International Publishing, pp. 15-33. https://doi.org/10.1007/978-3-319-12403-2_2
Armfield DM, Armfield SW. Minding the gap: Preparing the working class for success in academia. In Building for a Sustainable Future in Our Schools: Brick by Brick. Springer International Publishing. 2016. p. 15-33 https://doi.org/10.1007/978-3-319-12403-2_2
Armfield, Dawn M. ; Armfield, Shadow W. / Minding the gap : Preparing the working class for success in academia. Building for a Sustainable Future in Our Schools: Brick by Brick. Springer International Publishing, 2016. pp. 15-33
@inbook{b27e59444c9b4be0bd4d852ae59a3299,
title = "Minding the gap: Preparing the working class for success in academia",
abstract = "While many books and articles, including autobiographical accounts, have been written about the working class student and the difficulties of navigating academia, little has been published about the meaning that a working class presence has in academia, and how to bridge the divides between knowing, understanding, and connecting with academic structures and practices when there is little institutional infrastructure to support those needs. This chapter builds on previous research and theory and focus on the teaching structures required to support students as they move from working class backgrounds into academia. We begin by addressing the structures that are in place that limit working class individuals from success in higher education, including familial and economic restraints and connecting with faculty and students who have little comprehension of the constraints placed upon working class academics. We then define how teaching methodologies and practices drawn from understandings of andragogy and adult learning theory can reduce exclusionary practices and create open, inclusive, and supportive learning environments regardless of socio-economic background.",
keywords = "Adult learning theory, Andragogy, Narrative, Social justice, Systemic prejudice, Working class",
author = "Armfield, {Dawn M.} and Armfield, {Shadow W}",
year = "2016",
month = "1",
day = "1",
doi = "10.1007/978-3-319-12403-2_2",
language = "English (US)",
isbn = "9783319124025",
pages = "15--33",
booktitle = "Building for a Sustainable Future in Our Schools",
publisher = "Springer International Publishing",

}

TY - CHAP

T1 - Minding the gap

T2 - Preparing the working class for success in academia

AU - Armfield, Dawn M.

AU - Armfield, Shadow W

PY - 2016/1/1

Y1 - 2016/1/1

N2 - While many books and articles, including autobiographical accounts, have been written about the working class student and the difficulties of navigating academia, little has been published about the meaning that a working class presence has in academia, and how to bridge the divides between knowing, understanding, and connecting with academic structures and practices when there is little institutional infrastructure to support those needs. This chapter builds on previous research and theory and focus on the teaching structures required to support students as they move from working class backgrounds into academia. We begin by addressing the structures that are in place that limit working class individuals from success in higher education, including familial and economic restraints and connecting with faculty and students who have little comprehension of the constraints placed upon working class academics. We then define how teaching methodologies and practices drawn from understandings of andragogy and adult learning theory can reduce exclusionary practices and create open, inclusive, and supportive learning environments regardless of socio-economic background.

AB - While many books and articles, including autobiographical accounts, have been written about the working class student and the difficulties of navigating academia, little has been published about the meaning that a working class presence has in academia, and how to bridge the divides between knowing, understanding, and connecting with academic structures and practices when there is little institutional infrastructure to support those needs. This chapter builds on previous research and theory and focus on the teaching structures required to support students as they move from working class backgrounds into academia. We begin by addressing the structures that are in place that limit working class individuals from success in higher education, including familial and economic restraints and connecting with faculty and students who have little comprehension of the constraints placed upon working class academics. We then define how teaching methodologies and practices drawn from understandings of andragogy and adult learning theory can reduce exclusionary practices and create open, inclusive, and supportive learning environments regardless of socio-economic background.

KW - Adult learning theory

KW - Andragogy

KW - Narrative

KW - Social justice

KW - Systemic prejudice

KW - Working class

UR - http://www.scopus.com/inward/record.url?scp=85018861846&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85018861846&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-12403-2_2

DO - 10.1007/978-3-319-12403-2_2

M3 - Chapter

SN - 9783319124025

SP - 15

EP - 33

BT - Building for a Sustainable Future in Our Schools

PB - Springer International Publishing

ER -