Synopses & Reviews
Stories abound about the lengths to which middle- and upper-middle-class parents will go to ensure a spot for their child at a prestigious university. From the Suzuki method to calculus-based physics, from AP tests all the way back to early-learning Kumon courses, students are increasingly pushed to excel with that Harvard or Yale acceptance letter held tantalizingly in front of them. And nowhere is this drive more apparent than in our elite secondary schools. In
Class Warfare, Lois Weis, Kristin Cipollone, and Heather Jenkins go inside the ivy-yearning halls of three such schools to offer a day-to-day, week-by-week look at this remarkable drive toward college admissions and one of its most salient purposes: to determine class.
and#160;and#160;and#160;and#160;and#160;and#160;and#160;and#160;and#160;and#160;and#160; and#160;
Drawing on deep and sustained contact with students, parents, teachers, and administrators at three iconic secondary schools in the United States, the authors unveil a formidable process of class positioning at the heart of the college admissions process. They detail the ways students and parents exploit every opportunity and employ every bit of cultural, social, and economic capital they can in order to gain admission into a and#147;Most Competitiveand#8221; or and#147;Highly Competitive Plusand#8221; university. Moreover, they show how admissions into these schoolsand#151;with their attendant rankingsand#151;are used to lock in or improve class standing for the next generation. Itand#8217;s a story of class warfare within a given class, the substrata of whichand#151;whether economically, racially, or socially determinedand#151;are fiercely negotiated through the college admissions process.
In a historic moment marked by deep economic uncertainty, anxieties over socioeconomic standing are at their highest. Class, as this book shows, must be won, and the collateral damage of this aggressive pursuit may just be education itself, flattened into a mere victory banner. and#160;
Review
and#8220;Class Warfare makes an important, timely, and original contribution to our understanding of the role of education in the production of class during an era of neoliberal globalization that threatens the security of the middle class. Through rich ethnographic data, Weis and her colleagues demonstrate the intense efforts that go into packaging students for college admissions and how it reflects a neoliberal subjectivity that is encouraged by neoliberal discourses, practices, and policies that characterize the current political economy.and#8221;
Review
and#8220;Covering an impressive amount of ground,and#160;
Class Warfareand#160;does an excellent job of mapping the intricate ecosystem in which students are enmeshed, from school to parental gossip networks, and also offers a complex, noteworthy discussion of how race and class dynamics combine to compound marginalisation for outsider minority students. . . . This is a welcome addition to research on the US university admissions systemand#8217;s role in perpetuating inequality.and#8221;
Review
and#8220;Class Warfare is a richly theorized, powerfully written book. It works well across a range of macro- and microlevels, keeping wider social structures in constant play alongside the lived experiences of the young people and their families at these top-tier institutions. It ably demonstrates the usefulness of the sociological imagination in explaining complicated social phenomena, highlighting central issues in middle-class identity in a nuanced and sophisticated manner. Weis and her colleagues reinvigorate debates around class and its grounded workings in contemporary practices. They chart the complexity and nature of class work in the United States today, presenting powerful evidence of how upper-middle-class privilege is being consolidated across racial and ethnic difference.and#8221;
Review
andldquo;An absorbing and detailed study of the reproduction of class privilege and the central role of access to highly selective universities as part of that process. It should be required reading for everyone interested in how social class and race work through educational processes and institutions.andrdquo;
Synopsis
Since the 1980s, the relationship between social class and education has been overshadowed by scholarship more generally targeting issues of race, gender, and representation. Today, with the global economy deeply immersed in social inequalities, there is pressing need for serious class-based analyses of schooling, family life and social structure. The Way Class Works is a collection of twenty-four groundbreaking essays on the material conditions of social class and the ways in which class is produced on the ground in educational institutions and families. Written by the most visible and important scholars in education and the social sciences, these timely essays explore the production of class in and through the economy, family, and school, while simultaneously interrogating and challenging our understandings of social class as linked to race, gender, and nation. With essays by distinguished scholars and questions for further reflection and discussion, The Way Class Works will be an invaluable resource for students and scholars in education, sociology, and beyond.
About the Author
Lois Weis is the SUNY Distinguished Professor of Sociology of Education at the University at Buffalo, SUNY. She is the author of many books and most recently the editor of
The Way Class Works.
Kristin Cipollone
Table of Contents
Acknowledgments
1.and#160;Class, Race, and College Admissions in a Changing US Context
2.and#160;Schooling in Privileged Spaces
3.and#160;Class Practices and the College Process in a Suburban, Public High School: Creating Distinction around the Highly Selective College-Going Self
4.and#160;Micromanaging the College Admissions Process: Leaving Nothing to Chance at Matthews Academy
5.and#160;and#8220;Outsiders Withinand#8221;: Relative Opportunities for Low-Income Black Students in Elite Private Secondary Schools
6.and#160;Race and Class Matters
7.and#160;Class, Race, and Postsecondary Destinations in New Global Circumstances
Epilogue: Details and Reflections on Theory and Methods
Notes
References
Index