Read The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students eBook Anthony Abraham Jack
Download As PDF : The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students eBook Anthony Abraham Jack
Getting in is only half the battle. The struggles of less privileged students continue long after they’ve arrived on campus. Anthony Jack reveals how—and why—admission to elite schools does not mean acceptance for disadvantaged students, and he explains what schools can do differently to help the privileged poor thrive.
Read The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students eBook Anthony Abraham Jack
"This book is extremely basic, filled with simple personal communications between the author and students, most likely taken directly from taped interviews. There is very little referencing in the book and is not at all scientifically written. The author repeats the same 2-3 points throughout the 200 page book. Although there are several pages of 'notes' at the end of the book which is probably the author's attempt to make the book appear to be 'scientific', it is far from that approach. For example, the subtitle is "How Elite Colleges are Failing Disadvantaged Students" and really the only specific point here is that the university cafeterias are closed on holidays, leaving financially disadvantaged students without a place to eat for free during breaks since they are less likely to go home or on extravagant vacations like some of their fellow students. I was hoping the book would be based more on sociological studies with references"
Product details
|
Tags : Buy The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students Read 12 Reviews - ,ebook,Anthony Abraham Jack,The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students,Harvard University Press,African American,College students - United States - Attitudes,College students;United States;Attitudes.,Colleges of higher education,Cultural pluralism - United States,Cultural pluralism;United States.,EDUCATION / Administration / Higher,EDUCATION / Higher,ETHNIC GROUPS IN HIGHER EDUCATION,Education,Education - Higher,Education/Administration - Higher,General Adult,Minorities - Education (Higher) - United States,Minority college students - United States - Attitudes,Minority college students;United States;Attitudes.,Multicultural education - United States,Non-Fiction,SOCIAL SCIENCE / Minority Studies,SOCIAL SCIENCE / Social Classes,SOCIAL SCIENCE / Social Classes Economic Disparity,SOCIAL SCIENCE / Sociology / General,SOCIAL STRATIFICATION,Social Classes,Social Issues Processes,Social Science/Social Classes Economic Disparity,Social Science/Sociology - General,UNIVERSITY PRESS,United States,college admission; university admissions; doubly disadvantaged; Harvard; food insecurity; college administration; microaggressions; first-year experience; college experience; minority college experience,EDUCATION / Administration / Higher,EDUCATION / Higher,Education/Administration - Higher,SOCIAL SCIENCE / Minority Studies,SOCIAL SCIENCE / Social Classes,SOCIAL SCIENCE / Social Classes Economic Disparity,SOCIAL SCIENCE / Sociology / General,Social Science/Social Classes Economic Disparity,Social Science/Sociology - General,Colleges of higher education,Social Classes,Social Issues Processes
The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students eBook Anthony Abraham Jack Reviews :
The Privileged Poor How Elite Colleges Are Failing Disadvantaged Students eBook Anthony Abraham Jack Reviews
- This is an excellent and important exploration of factors affecting students' experiences of college. Jack complicates a familiar discussion of race and class by looking at the roles played by secondary education and college policies in fostering student success -- not only in terms of academic terms, but also with regard to general well-being. His accounts of students' experiences, shared in interviews, are compelling by themselves on a personal level, and Jack also organizes them effectively into a thoughtful argument. As a middle school teacher, I'm intrigued by what his observations and conclusions suggest about the role of elite colleges as "engines of opportunity," and I'm struck by the implications for middle and high school education. I hope that Jack and others use this research as a jumping-off point and continue to explore the questions he raises.
- I can't recommend this book enough! This is a beautifully written ethnography that gives voice to the stories of low income students at elite universities. Jack's theoretical contribution (the privileged poor and the doubly disadvantaged) complicates our understanding of diversity by capturing the different pathways to elite institutions among low-income students and the barriers they face to success and inclusion once they arrive, from accessing professors to food insecurity. He seamlessly weaves together their stories along with his own to give us a glimpse into life as a low-income student at an elite university. But there are clear implications for thinking about inclusion in any educational setting, not just those like Renown.
This book is a moving call to action and required reading for everyone! - This book is extremely basic, filled with simple personal communications between the author and students, most likely taken directly from taped interviews. There is very little referencing in the book and is not at all scientifically written. The author repeats the same 2-3 points throughout the 200 page book. Although there are several pages of 'notes' at the end of the book which is probably the author's attempt to make the book appear to be 'scientific', it is far from that approach. For example, the subtitle is "How Elite Colleges are Failing Disadvantaged Students" and really the only specific point here is that the university cafeterias are closed on holidays, leaving financially disadvantaged students without a place to eat for free during breaks since they are less likely to go home or on extravagant vacations like some of their fellow students. I was hoping the book would be based more on sociological studies with references
- The author studies how students from poor backgrounds, given financial assistance to a prestigious university, fare in comparison with unassisted students from wealthy backgrounds. His sample is split into three groups Upper Income (UI), Privileged Poor (PP) and Double Disadvantaged (DD).
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. - In a political context where everyone is talking about "privilege," Jack's book will help you to understand that it's never as simple as two groups, the "privileged" and the "not privileged." There's a lot more nuance, which many other sociological studies have glossed over.
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. (Also, the reviewer who said the "only specific point" was the cafeteria closing either didn't read or didn't understand.)
