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Supporting Students

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Higher Education and Working-Class Academics

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Abstract

Deficit‐informed thinking has dominated the presentation of working-class communities. This chapter highlights the cultural wealth that academics of working-class heritage possess. The work of Tara Yosso (2005, Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race Ethnicity and Education, 8(1), 69–91) is utilised as she combats the notion that non-elites are culturally deficient (p. 70). Student support was cited as an asset my respondents offered the academy.

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Notes

  1. 1.

    As like Ako-Asare (2015), the literature shows a deep overlap between examples of social capital and familial capital, so throughout these two types of capital are analysed together.

  2. 2.

    Although, we should note Witz’s (1992) feminist analysis that professions are key features of patriarchal societies where the gendered activities of caring and support, originally intra-familial roles, developed last century into paid occupations in health and social care, but also underpin the nature of academic administration roles such as pastoral care, student support etc. Those professions without that gendered element tend to be more prestigious.

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  1. School of Social Sciences, Bangor University, Bangor, UK

    Teresa Crew

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  1. Teresa Crew
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Crew, T. (2020). Supporting Students. In: Higher Education and Working-Class Academics . Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-58352-1_5

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  • DOI: https://doi.org/10.1007/978-3-030-58352-1_5

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