In efforts to improve equity, selective college campuses are increasingly focused on recruiting and retaining first-generation students-those whose parents have not graduated from college. In Geographies of Campus Inequality, sociologists Benson and Lee argue that these approaches may fall short if they fail to consider the complex ways first-generation status intersects with race, ethnicity, and gender. Drawing on interview and survey data from selective campuses, the authors show that first-generation students do not share a universal experience. Rather, first-generation students occupy one of four disparate geographies on campus within which they negotiate academic responsibilities, build relationships, engage in campus life, and develop post-college aspirations. Importantly, the authors demonstrate how geographies are shaped by organizational practices and campus constructions of class, race, and gender. Geographies of Campus Inequality expands the understanding of first-generation students' campus lives and opportunities for mobility by showing there is more than one way to be first-generation.

"Sociological research on the experience of first-generation college students has expanded significantly in the last decade, providing broad-ranging data about the ways that these students enter college settings and their comparative progress toward graduation. However, we still know little about differences among first-gen students. In this book, we problematize the notion that there is only way to be a first generation student, and we consider the implications that different routes into and through college have for post-college mobility. Drawing on interviews with 64 college students at one highly selective campus and national longitudinal survey data from 28 campuses, we found that rather than developing a sense of belonging on campus at large, first-generation students were located in one of four different smaller multi-dimensional niches, what we refer to as campus geographies"--

In 2015, the New York Times reported, "The bright children of janitors and nail salon workers, bus drivers and fast-food cooks may not have grown up with the edifying vacations, museum excursions, daily doses of NPR and prep schools that groom Ivy applicants, but they are coveted candidates for elite campuses." What happens to academically talented but economically challenged "first-gen" students when they arrive on campus? Class markers aren't always visible from a distance, but socioeconomic differences permeate campus life—and the inner experiences of students—in real and sometimes unexpected ways. In Class and Campus Life, Elizabeth M. Lee shows how class differences are enacted and negotiated by students, faculty, and administrators at an elite liberal arts college for women located in the Northeast.Using material from two years of fieldwork and more than 140 interviews with students, faculty, administrators, and alumnae at the pseudonymous Linden College, Lee adds depth to our understanding of inequality in higher education. An essential part of her analysis is to illuminate the ways in which the students' and the college’s practices interact, rather than evaluating them separately, as seemingly unrelated spheres. She also analyzes underlying moral judgments brought to light through cultural connotations of merit, hard work by individuals, and making it on your own that permeate American higher education. Using students’ own descriptions and understandings of their experiences to illustrate the complexity of these issues, Lee shows how the lived experience of socioeconomic difference is often defined in moral, as well as economic, terms, and that tensions, often unspoken, undermine students’ senses of belonging.

Introducing Human Geographies is the leading guide to human geography for undergraduate students, explaining new thinking on essential topics and discussing exciting developments in the field. This new edition has been thoroughly revised and updated and coverage is extended with new sections devoted to biogeographies, cartographies, mobilities, non-representational geographies, population geographies, public geographies and securities. Presented in three parts with 60 contributions written by expert international researchers, this text addresses the central ideas through which human geographers understand and shape their subject. Part I: Foundations engages students with key ideas that define human geography’s subject matter and approaches, through critical analyses of dualisms such as local-global, society-space and human-nonhuman. Part II: Themes explores human geography’s main sub-disciplines, with sections devoted to biogeographies, cartographies, cultural geographies, development geographies, economic geographies, environmental geographies, historical geographies, political geographies, population geographies, social geographies, urban and rural geographies. Finally, Part III: Horizons assesses the latest research in innovative areas, from mobilities and securities to non-representational geographies. This comprehensive, stimulating and cutting edge introduction to the field is richly illustrated throughout with full colour figures, maps and photos. These are available to download on the companion website, located at www.routledge.com/9781444135350.

This is the pioneering exploration of the history of a fundamentally geographical concept - the North-South divide of England. Six essays treating different historical periods in time are integrated by two geographical questions and a concludingessay reviews the social construction of England.

"This is a book that should be read by anyone interested in class, inequality, poverty and politics. Actually, probably more importantly it should be read by people who think that those things do not matter! It provides a wonderful summation of the huge amount of work on these topics that now exists and it also offers its own distinctive perspectives on a set of issues that are - despite the claims of some influential commentators - still central to the sociological enterprise and, indeed to political life."- Roger Burrows, University of York "A clear and compelling analysis of the dynamics of social and spatial inequality in an era of globalisation. This is an invaluable resource for students and scholars in sociology, human geography and the social sciences more generally."- Gary Bridge, University of Bristol With the declining attention paid to social class in sociology, how can we analyze continuing and pervasive socio-economic inequality? What is the impact of recent developments in sociology on how we should understand disadvantage? Moving beyond the traditional dichotomies of social theory, this book brings the study of social stratification and inequality into the 21st century. Starting with the widely agreed ′fact′ that the world is becoming more unequal, this book brings together the ′identity of displacement′ in sociology and the ′spaces of flow′ of geography to show how place has become an increasingly important focus for understanding new trends in social inquality.

These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers in the field of language education, math and science education and social science education, who are interested in these topics.