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Hello,
I am reaching out in hopes that you all might be able to assist me in nominating potential participants for my dissertation study I am conducting.
This study explores the cultural experiences in higher education of rural, poor and working class students, specifically as they transition into their higher education institutions and attempt to navigate their institutions. In conducting this study, I hope to highlight these cultural experiences and how K-12 schools, higher education institutions, and education policymakers can better support rural, poor and working class students in their higher education experiences from arrival onto campus to their graduation.
Each study participant will complete a demographic questionnaire and participate in three one-on-one video conference and/or phone interviews with me, two focus group interviews with other participants facilitated by me, and weekly journal writing. Individual and focus group interviews will last approximately 1-1.5 hours. Journal entries will be submitted once a week and can be as long or short as students would like. All students who are selected to participate in the interviews, focus groups, and journaling will receive a $50 Amazon gift card for their participation.
Eligible students must be at least 18-years-old, have grown in a rural area, identify as from a poor and/or working class background, and be enrolled in a higher education institution as an undergraduate. I am working to obtain a sample of students from around the country, at varying types of higher education institutions, and in different years of college. Additionally, I hope to hear a variety of different perspectives, so I am purposefully seeking a diverse sample regarding other social identities and demographics, including, but not limited to, race/ethnicity, sexuality, social class, ability status, gender, and religion.
If you know of undergraduate students who are enrolled in college and identify as being from a rural area and poor and/or working class background, who you believe would be interested in participating in this study, I hope that you will nominate them. Please only nominate individuals who you feel would be open to discussing their background, rural and social class identity, and current higher education experiences. Additionally, if you identify as a rural, poor and working class undergraduate student, you can nominate yourself.
This project centers rural, poor and working class students, who have historically been overlooked in education research, so I look forward to highlighting the understudied experiences of this population in higher education. In doing so, my research can assist K-12 schools and postsecondary institutions as they work with and support rural, poor and working class college students.
To nominate students, please forward their name(s) and email(s) to me as the Principal Investigator (PI) for this project at
[email protected]. I will reach out to students directly about the study. If you have any questions, please do not hesitate to contact me.
Thank you in advance for your assistance with my study!
Ty McNamee
Doctoral Candidate, Higher & Postsecondary Education
Teachers College of Columbia University
Principal Investigator
[email protected]
This study has been approved through the Teachers College of Columbia University Institutional Review Board (IRB Approval #21-081).
Hi all! It’s our second What’s Happening Wednesday in our community, which became What’s Happening Thursday today since I am a day late.
Last week, Kareem shared some resources on what our KC is doing to support student affairs professionals as many have been furloughed or laid off due to COVID-19. Check out previous posts for more information on this important work. This week, I want to highlight the experiences of our students. This article is from a month ago, but I have revisited it several times and shared with many colleagues and students. It shares student experiences and is helpful in understanding some of the concerns and circumstances our students will begin the year. The economic and health impacts (physical and mental), the disproportionate impact on BIPOC and poor and working class students are highlighted. The difficulties of new learning environments are explored. You can also see the impact of structural racism and anti-Black violence on students’ experiences.
What are your students sharing with you? How are you centering students in your work as they navigate school this semester?
ATTN Student Affairs Educators!
I am seeking participants for a study on experiences of social class and classism in higher education. Participants should self-defining as: (1) having a poor or working class background and (2) a current administrator at a two-year or four-year, public college or university in the United States.
The purpose of this study is to explore and describe how and in what ways the phenomena of social class identity and classism show up in higher education and influence higher education experiences. Participants will be asked to participate in one interview and respond to guided reflection prompts.
Email me (
[email protected]) for additional information or with your interest in participating, or complete the online participant interest form:
https://forms.gle/U7TLTXFYYXwALi5S7.
Aging Out Institute (AOI) National Awards Program
Application Deadline July 31st!
The awards program recognizes organizations throughout the United States for the great work that they are doing to help youth age out of foster care and into independence successfully. AOI identify and share the strategies of the winners so everyone in foster care can learn and benefit from them. (In 2019, AOI will expand our awards program to include organizations from Canada, as well.)
https://www.agingoutinstitute.org/aoi-awards-program/
Dr. Georgianna Martin (University of Georgia) and I are under contract with Stylus Publishing to create a new edited book tentatively titled: Social Class Supports: Examples of Programs and Practices to Serve Poor and Working Class Students in Higher Education through Stylus Publishing.
This book aims to highlight support efforts designed to engage and enhance the college experiences for poor and working class students in higher education. The text explores social class supports enacted by a variety of higher education constituents and offers practical, applied ideas for college educators, professionals, and administrators to engage their poor and working class student populations in meaningful and additive ways.
In Social Class Supports, we seek to profile a variety of good practices in serving working class students in the field of higher education. We hope to include chapters on:
(1) peer to peer supports
(2) student affairs initiatives
(3) higher education institution-wide programs
(4) external partnerships (e.g., nonprofits, think tanks, national associations)
This approach offers a unique opportunity to explore serving poor and working class students holistically. Ideally, we would like the person(s) who created, facilitate, and/or oversee the program to write the content.
We welcome chapter proposals that address social class specifically and/or speak to supports at the intersection of social class and other dimensions of identity (e.g., race, ethnicity, ability, immigration, former foster youth) as we know sometimes supports are designed to serve students with multiple underserved identities.
The detailed call for chapter proposals is attached, the deadline for proposals is August 1, and we are happy to answer any questions folks might have.
Is anyone in this group involved with the Poor People’s Campaign? If you are and happen to also be at the Poor People’s Congress in DC let’s link up 🙂
If not, but you are interested in learning more about the PPC, please check out this link:
Career development for first-generation and/or low-income (FLI) students has been a topic of discussion. Daisy Chavez and I want to learn from professionals who identify as FLI. Share your experiences and insights on how your current organization is doing well or can do better in recruiting and retaining FLI professionals.
Please fill out this survey: bit.ly/FLIprosurvey by May 9th at 12 p.m. Feel free to share with others.
Job Opportunity: Asian American Resource Center - Program Coordinator Position - UPenn
Greetings!
I am writing to make you aware of an exciting search we are conducting for a Program Coordinator for the Pan-Asian American Community House (PAACH) at the University of Pennsylvania. PAACH is an integral part of the Division of the Vice Provost for University Life (VPUL) which is Penn’s foremost provider of student services and educational access. The Program Coordinator will be responsible for providing administrative support for the cultural resource center in many areas. S/he will be responsible for scheduling and organizing activities, advising students, assisting with the facilitation of various meetings within the organization, managing correspondence, and drafting various letters and reports as needed.
We are seeking a professional that holds a Bachelor of Arts degree and 2-5 years of experience in an administrative support role. The ideal candidate will have a background in supporting diverse populations and interest in a career within higher education. To view the posting on-line, please visit,
https://jobs.hr.upenn.edu/postings/44369. Please let me know if you have referrals for this important role. Thank you in advance for your time and I am looking forward to hearing from you soon.
Best regards,
Peter Van Do
PAACH Director
We are excited to be recruiting 2 new Student Success Coaches to join the award-winning Purdue Promise team! Purdue Promise is both an access and support program, providing eligible 21st Century Scholars the opportunity to graduate on-time and debt-free. The program has won local, state, and national awards, and was recently published for success in graduating low-income, first-generation, and/or underrepresented students with little-to-no debt. Purdue is committed to access and affordability (search Purdue Moves). Come join our amazing team in Student Success Programs at Purdue. Application review will begin September 14.
