My mother still wants me to get a 'real' job. My father, who is retired after 44 years in the merchant marine, has never read my work. When I visited recently, the only book in his house was the telephone book.

This text focuses on the theory of class as it relates to women. It debates questions such as: how do women define themselves in terms of social class and why?; is definition important or not?; what part does education play in our understanding of class?; and how does class affect relationships?

Why do we feel uncomfortable talking about class? Why is it taboo? Why do people often address class through coded terminology like trashy, classy, and snobby? How does discriminatory language, or how do conscious or unconscious derogatory attitudes, or the anticipation of such behaviors, impact those from poor and working class backgrounds when they straddle class? Through 26 narratives of individuals from poor and working class backgrounds – ranging from students, to multiple levels of administrators and faculty, both tenured and non-tenured – this book provides a vivid understanding of how people can experience and straddle class in the middle, upper, or even elitist class contexts of the academy.Through the powerful stories of individuals who hold many different identities--and naming a range of ways they identify in terms of race, ethnicity, gender, sexuality, age, ability, and religion, among others--this book shows how social class identity and classism impact people's experience in higher education and why we should focus more attention on this dimension of identity. The book opens by setting the foundation by examining definitions of class, discussing its impact on identity, and summarizing the literature on class and what it can tell us about the complexities of class identity, its fluidity, sometimes performative nature, and the sense of dissonance it can provoke.This book brings social class identity to the forefront of our consciousness, conversations, and behaviors and compels those in the academy to recognize classism and reimagine higher education to welcome and support those from poor and working class backgrounds. Its concluding chapter proposes means for both increasing social class consciousness and social class inclusivity in the academy. It is a compelling read for everyone in the academy, not least for those from poor or working class backgrounds who will find validation and recognition and draw strength from its vivid stories.

Working-class women are the majority of women in the United States, and yet their work and their culture are rarely visible. Calling Home is an anthology of writings by and about working-class women. Over fifty selections represent the ethnic, racial, and geographic diversity of working-class experience. This is writing grounded in social history, not in the academy. Traditional boundaries of genre and periodization collapse in this collection, which includes reportage, oral histories, speeches, songs, and letters, as well as poetry, stories, and essays. The divisions in this collection - telling stories, bearing witness, celebrating solidarity - address the distinction of "by" or "about" working-class women, and show the connections between individual identity and collective sensibility in a common history of struggle for economic justice. The geography of home, identity, parents, sex, motherhood, the dominance of the job, the overlapping of private and public worlds, the promise of solidarity and community are a few of the themes of this book. Here is a chorus of working class women's voices: Sandra Cisneros, Barbara Garson, Meridel Le Sueur, Tillie Olsen, Barbara Smith, Endesha I. M. Holland, Mother Jones, Nellie Wong, Agnes Smedley, Bobbie Louise Hawkins, Sharon Doubiago, Carol Tarlen, Hazel Hall, Margaret Randall, Judy Grahn, and many others! The aesthetic impulse is shaped by class, but not limited to one ruling class. What connects these writers is a collective consciousness, a class, which rejects bondage and lays claim to liberation through all the possibilities of language. Calling Home is illustrated with family photographs as well as images of working women by professional photographers.

When Sharon Hanley Disher entered the U.S. Naval Academy with eighty other young women in 1976, she helped end a 131-year all-male tradition at Annapolis. Her entertaining and shocking account of the women's four-year effort to join the academy's elite fraternity and become commissioned naval officers is a valuable chronicle of the times, and her insights have been credited with helping us understand the challenges of integrating women into the military services. From the punishing crucible of plebe summer to the triumph of graduation, she describes their search for ways to survive the mental and physical hurdles they had to overcome. Unflinchingly frank, she freely discusses the prejudice and abuse they encountered that often went unpunished or unreported. A loyal Navy supporter, nevertheless, Disher provides a balanced account of life behind the academy's storied walls for that first group of teenaged women who charted the way for future female midshipmen. Lively, well researched, and amazingly good humored, the book seems as fresh today as it was when first published in hardcover in 1998.

In this second edition, twenty-four college professors, with roots in the working class, discuss the experience of significant upward mobility and the problems of adjustment to life in the academy. This collection of stories provides revelations about the social class system and academic life in the United States.