Resource or Obstacle?: Classed Reports of Student–Faculty Relations

This article explores the relationship between undergraduate students’ class‐based cultural capital and their facility in developing relationships with faculty. Based on in‐depth interviews with 44 students at an elite university, this study reveals that lower‐ and middle‐class students tended to inadvertently opt out of this key relational opportunity. Compared with upper‐class students, who predominantly reported an “appreciative ease” orientation toward faculty, students from lower‐class origins tended to approach faculty with “hesitant appreciation” and middle‐class students with “critical suspicion.” These orientations or interaction styles of nonelite students were obstacles to the potential benefits of student–faculty relationships. These findings suggest that scholars and policy makers should pay attention not only to the experiences of lower‐class students, but also to the challenges confronting middle‐class students at highly selective universities.     

Competing Cultural Narratives: Gender and the Representation of US K–12 Teachers in Contemporary School Reform Policies

Cultural narratives about the proper scope and focus of teaching are embedded in contemporary school reform policies. This review examines literature related to two competing cultural narratives about US primary and secondary teachers: that “good teachers” are autonomous saviors, defined by their abilities to act independently and against great odds to improve academic outcomes for low‐income and minority students, and that “good teachers” are disempowered technicians who follow the guidance of externally‐recognized experts in their efforts to reduce educational inequalities. A review of literature critiquing these narratives finds that scholars have often analyzed these narratives using theoretical frameworks associated with race, class, and/or neoliberalism. This review examines what historians of education and feminist scholars can contribute to a critical analysis of the representation of US teachers in political speech and popular culture. It demonstrates that gender, as part of an intersectional approach, is important to understanding how White middle‐class women teachers can be positioned simultaneously as “autonomous saviors” and as “disempowered technicians” and how these narratives influence the professional status and autonomy associated with the work of teaching.     

Welfare brokers and European Union migrants' access to social protection

In spite of the existence of an extensive national and supranational legal framework, European Union (EU) citizens who exercise their right to freedom of movement to work in another Member State face numerous hurdles in accessing social protection. While recent scholarship on street-level bureaucracy and on migration and welfare has shed light on the role of discretion and stereotypes in access to rights, little is known about the processes through which such hurdles are overcome. In this article, we focus on a specific strategy which is the recourse to what we call “welfare brokers”. These actors offer assistance to EU migrants to overcome specific cross-border administrative challenges in the area of social protection that derive from their use of the right to freedom of movement. Relying on qualitative data collected with brokers and Romanian migrants working in Germany, the article also demonstrates that welfare brokers attempt to transform the norms, bureaucratic practices and representations that condition access to these entitlements. The article concludes by underlining how the existence of a brokerage industry is a sign of existing inequalities in the exercise of freedom of movement within the EU.     

Bridging the Institutional Gaps: International Education as a Migration Industry

This article examines the education‐migration industry that has channelled students from China and Viet Nam into Japan over the past three decades and discusses the conditions for the emergence of such an industry, the major actors and the reasons for their changing roles and practices. It argues that the education‐migration industry in Japan emerged because of the discrepant institutional logics. Japan's reluctance to open the door for labour import, despite its acute labour shortage, has turned international education into a sanctioned channel of labour migration and thereby created opportunities for international education to become a thriving migration industry. As long as this institutional gap remains, government regulations will only create new sources of power and profits for brokers who can navigate complex regulations and employ illicit means to satisfy the legal requirements. The education‐migration industry is therefore a derivative of Japan's immigration regime and actively interacts with government policies.     

Why Parents Pay for College: The Good Parent,Perceptions of Advantage,and the Intergenerational Transfer of Opportunity

This article asks how parents think about the cost of a college education for their children. Based on data from more than ninety in‐depth interviews with upper‐middle‐class parents and children, it is clear that grooming children for college and then paying for their education is intimately linked with ideas about being a “good parent.” We present data on three related aspects of parents' consciousness about paying for college. First, data are presented on how parents view the benefits of college for their children. Second, data illustrate how parents think about the obligations associated with paying. Third, we report on what parents expect in return for their efforts and expenditures. Data also indicate that parents' views are contingent on their perceived ability to pay for the increasing costs of higher education. We conclude by considering how the implicit contract between upper‐middle‐class parents and children may change as new economic and structural uncertainties increase parents' anxieties and challenge their abilities to see themselves as good parents.     

Social Class and Political Engagement in the United States

The relationship between class and political engagement in the United States is well‐established: people with lower incomes, who have less education, or who work outside the professional and managerial occupations do less of all forms of political engagement. They vote less than better‐off people, are less likely to give money to candidates, pay less attention to politics, and contact their representatives less often than those with more resources. They are also less likely to believe they can influence political decisions or to feel entitled to participate in politics. This article reviews the dominant (individualist and institutionalist) approaches to explaining inequalities in political participation and highlights recent “relational” work that offers a more integrated perspective on political engagement and class position.     

The Race for Education: Class,White Tone,and Desegregated Schooling in South Africa

In the early 1990s, privileged “white” South African public schools began to admit “black” pupils. Drawing on interviews, ethnography, and archival sources related to formerly‐white schools in Durban, this article addresses two main questions: first, why did white parents so enthusiastically vote for schooling desegregation when apartheid was still in place?; and second, why, over time, did intense competition emerge between schools, and become so focused on improving sports results? In addressing these questions this study takes an historical‐geographical approach, paying particular attention to two areas of Durban: the middle‐class central Berea area and the more working‐class areas in Durban's south. This story begins in the 1950s, a period of major schooling expansion and urban segregation, tracing how a hierarchy of white schools developed in relation to the city's uneven geographies of race and class. It is this schooling hierarchy and the way it became contested in the 1990s that is key to understanding the schools' shift from “cooperative desegregation” to “aggressive competition.” More broadly, the article argues that education provides a window into key post‐apartheid tensions – namely between the deracialization of privilege, the continued dividend of whiteness, and efforts to redistribute resources to the poor. Finally, in an age of mass education, it argues that the actions of schools play an important role in shaping raced and classed divisions in society.     

An Assessment of Supply and Demand‐side Theorizations of International Student Mobility

As a group of mobile people, international students have been under‐studied. This is despite their numerical importance. This paper examines the changing characteristics of international student mobility, differentiating between social demand theories that seek explanation in terms of the power of social and cultural capital in driving middle class families to seek to get their children into the best western universities, and supply‐side theories that argue that the global flow of students is powered to a large extent by the financial interests of those who can supply elite higher education opportunities to a world market. Student mobility towards the United Kingdom is used as case study material to investigate these issues.     

Interpretative Freedom and New Combination: The Way in Which the “Middle Class” Has Been Narrated

The English words “middle class” have experienced much more connotations and denotations—typically “bourgeoisie,” “white‐collar,” and professional—than any other class‐referring word since the latter half of the 18th century. On the one hand, in response to such diverse narrations during about two and a half centuries, I partially agree with some of the nominalistic theories of class, in that the middle classes were not created until they were named by contemporaries. On the other hand, my view diverges from those theories, in my asserting that the contemporaries have had an interpretative freedom to recognize “middle classes” only within the bounds of plausibility on the side of the realistic social world. The typical middle class in each period has emerged in such a way that Schumpeter's new combination is performed in a stage of recession by new entrepreneurs, who will move into the “middle” strata and hold some cultural leadership but still obtain inconsistent statuses, to be recognized as “middle class”ex post facto in a boom time. Two Kondratieff's cycles have had one recognition of the typical “middle class.” The new combination is one of the pressures bringing middle classes into a modern society, contrary to the so‐called class decomposition into the two poles.     

Beyond hookup culture: Current trends in the study of college student sex and where to next

A prominent body of sexuality research on college‐enrolled students in the twenty‐first century focuses on “hookup” culture, marked by the prevalence of sexual encounters between students with no expectation for a relationship to develop. This article will review and respond to current themes in the literature on hookup culture on college campuses. I argue that this literature privileges the White, middle‐class heterosexual experience, although less is known about how students who cannot or choose not to participate in this culture experience sexual relationships on college campuses. I place studies of hookup culture in conversation with those attentive to the effects of race, class, gender, and sexuality on access to, and experience of, hookup culture. I conclude with suggestions for future research, to include a renewed interest in sexual relationships forged outside of hookup cultures.     

The Education‐Migration Industry: International Students,Migration Policy and the Question of Skills

This special section specifically focuses on student‐migrants and the way they are being catered to by an emerging education‐migration industry. The articles included build upon the observation that especially within the Asia‐Pacific region there is an increasing conflation and entanglement between categories of international students and skilled migrants. This has led to an emerging “industry” that facilitates study‐abroad trajectories and acts as broker for two‐step migration pathways. This Introduction aims to situate the research presented here within the broader context of a burgeoning field of research which examines the growing popularity of international education across the Asia‐Pacific region; the way its emergence is increasingly entangled with specific ambitions that skilled migration programmes cater to; and the way highly regulated skilled migration programmes have given rise to a migration industry in general.     

Healing the Hidden Injuries of Class? Redemption Narratives,Aspirational Proxies,and Parents of Low‐Income,First‐Generation College Students

Existing scholarship has examined how low‐income individuals conceptualize their socioeconomically constrained positions in relation to the meritocratic ideologies and stratified mobility structures of the United States, but little is specifically known about how these individuals' ideas regarding their own status may be impacted by raising children who surpass their educational and occupational achievement levels. Drawing on interview data from both low‐income first‐generation (LIFG) college students and the parents of those students, this article examines how parents framed the achievements of their upwardly mobile, college‐going children in relation to their own experiences of socioeconomic, educational, and occupational constraint. Engaging qualitative understandings of the “hidden injuries of class,” the analysis demonstrates how parents of LIFG college students reconciled their own experiences of limited mobility despite hard work with their steadfast beliefs in meritocratic ideals by (1) invoking narratives of personal “redemption” from past “mistakes” or “failures” in relation to their children's educational accomplishments, and (2) conceptualizing their upwardly mobile children as “aspirational proxies” through whose accomplishments they measured their own success.     

Does “buyer beware” work in migration? Contracting between brokers and migrants in Vietnam

This article is an attempt to open the lid a little of the “black box of migration” i.e. brokers. Analysing contracts between brokers and labour migrants, we identify four different forms of exploitation of migrants by brokers: expropriation of skill premium, risk shifting, over‐charging, and non‐refund of deposits. Opportunistic behaviour by brokers, as evidenced by such exploitation, is seen as a market failure that is explained by human attributes and transactional characteristics. Given the rigidities in the human attributes of the contracting parties and the nature of migration as a risky multi‐period transaction, proposals are made for non‐market interventions, which can lead to more equitable contracting.     

White Racism,Social Class,and the Backlash Against Affirmative Action

Among scholars in sociology and history, the backlash against affirmative action has been blamed on White working‐class Americans. What has received far less attention is the individual and collective institutional role(s) played by the White middle and upper middle‐class in backlash politics. Given that individuals in these social classes have far greater institutional power than White working‐class Americans, their beliefs and practices deserve sustained critical attention, and, as the few existing research studies demonstrate, White middle‐class and upper middle‐class Americans have played an influential role in backlash politics. Part of the reason for this gap in the literature is that these groups are more difficult to access as research subjects. Gaining access to this population may require working through many levels of a bureaucratic organization designed to protect their time and privacy. Moreover, when interviewed, these Americans are more likely than their working‐class counterparts to mask racist sentiments through the polite language of “color blindness.” Research methods that complement surveys and in‐depth interviews are recommended as strategies for probing White middle and upper middle‐class Americans' deeply hidden beliefs.     

A New Era in Australian Multiculturalism? From Working‐Class “Ethnics” To a “Multicultural Middle‐Class”

This article analyses the changing socio‐economic profile of the “multicultural” section of the Australian population, in the past officially referred to as people of “non‐English‐speaking background” (NESB). After importing low‐skilled NESB labor to service the manufacturing boom of the post‐war decades, at the end of the 1970s, following economic restructuring, the Australian immigration program was refocused on skilled intake which resulted in immigrants increasingly becoming a middle‐class demographic. Over the past three decades, a “multicultural middle class” (MMC) has been created from two sources: the intake of highly skilled NESB immigrants and upwardly mobile second and third migrant generations. The article documents this demographic change using census and immigration data, and discusses what it may mean for the future of Australian multiculturalism, which, according to many analysts, is in crisis and requires re‐articulation.     

Internationalising the Curriculum for Vocational Education: problems and possibilities

This paper deals with the discrepancy between the stated national curricular goals for vocational education in Norway regarding the teaching of “International co‐responsibility” values to students, and the failed strategy for implementation throughout the curriculum. The paper investigates possible reasons for the existence of negative attitudes towards immigrants and development aid among vocational students, male students in particular. It also describes some of the historical and sociological background of the vocational curriculum that pertains to these issues. The paper suggests there is an urgent need to support curriculum development in such a way that “International co‐responsibility” can be realised within a vocational learning context, and puts forward some ideas in this direction.     

When the « Others » Come to School: A Marginalization Framework in Multicultural Education

This article focuses on the relationship between the «Self» and the «Other» in Western education systems. Differences between the «Self» and the «Other», built on the race/ethnicity category, are taken as a point of departure in order to analyze inequalities in multicultural environments from an interdisciplinary perspective. Three main types of research are introduced in this paper, which include some current debates and controversies in the study and management of the “Other.” First of these is the current “Culture of Poverty” approach, which introduces important issues regarding institutional and teaching practice related to the management of diversity in educational environments. Second are studies that center on poverty and marginalization, taking into account racial/ethnic and social class segregation. Both categories have been used in much current research, combined with the concept of “cultural capital” introduced by Bourdieu, in order to analyze the unequal functioning of education systems. The article concludes with some studies that focus on the imaginary of the “Other” as the racially/ethnically different and the boundaries and contact zones that are constructed in order to justify and delimit differences among diverse racial groups.     

Stability and Change in the Division of Labor among Cohabiting Couples

Because cohabitors express preferences for egalitarian relationships, it is generally presumed (by researchers and the popular press) that cohabiting couples engage in fairly equitable exchanges of domestic and paid work. This article explores how some cohabiting couples “do gender” through the division of labor—both paid and domestic work. Data are from in‐depth interviews with both partners from 30 cohabiting couples (N = 60) who have moderate levels of education. Few of these couples began their relationships sharing both paid work and domestic labor equally. Furthermore, the number of couples engaged in equal exchanges declined over time, while those relying on conventional exchanges grew. The devalued nature of domestic work, the persistence of gender privilege, and the “stalled” revolution are evident in how these working‐class cohabiting couples arrange their divisions of labor, reasons for changes, and why women are less able than men to opt out of housework.     

Outsider Scholars and Outsider Sociologists

If we take the time to look at the academy writ large and sociology as a discipline specifically, we can readily find the evidence to confirm a long‐standing exclusion of certain scholars from the academic mainstream. This exclusion is especially evident in the case of scholars of color, but also includes women, nonelites (e.g., college and graduate students who lack academic social capital from elders who have been through it and could help), and those who wish to push for a more humanist scientific agenda over purist positivist science. Sexism and racism keep us from seeing the best of our ideas emerge to bring the discipline forward. As if the pursuit of good work and good works are mutually exclusive, an embrace of purist positivism leads us to shun antiracist, antisexist, nonhumanist science, labeling it “advocacy” or worse, “activist,” and conversely, ceding ground to those who wrap themselves in “objectivity” even as they may further regressive agendas. This article makes a case for the existence of an “outsider scholar,” and outlines sociology's outsider problem. I argue that this problem endures at all levels of the academic endeavor, from undergraduate education all the way through to the ranks of administration. I conclude by offering remedies to lead us toward a more inclusive and social justice‐oriented sociology.     

How does post-study employment policy for international students create “skilled” migrants? The case of Japan

The recent literature on skilled migration has addressed the socially constructed nature of the notion and category of “skilled” migrants, revealing the roles of the host state and its admission policy in shaping these migrants. This article adds to the literature by examining how the host state can also socially (or politically) create “skilled” migrants through policy that facilitates the post-study employment of international students. The extant research on the social construction of skill and skilled migration informs the hypothesizing of three strategic ways in which host states seek to retain international students who may otherwise be excluded from the host labour market after graduation: (1) the creation of new work permits, (2) the discretionary relaxing of criteria for issuing work visas and (3) the provision of skilling support for finding employment. The case of Japan empirically validates all these strategies and indicates the particular significance of the second strategy.