Background: Scholars of children's literature have been investigating portrayals of females and racial groups for several decades, yet few have examined depictions of social class. Research on social class depictions in children's literature is needed in order to identify books that affirm children's class identities and offer…

Historians and educationalists have often assumed that working-class adult education emerged at the beginning of the twentieth century with the introduction of state-funded technical colleges. This was not the case. In 1823, the Glasgow Mechanics' Institute was opened and within a few years similar institutions were being established across the…

This article reviews the literature on the experiences of working-class students at different stages of the student life cycle. It examines the factors influencing their participation rates in higher education (HE), their ability to adapt to university life, and their success in the graduate labour market. The article argues that without radical…

Construction of male gender identity must be considered in relation to reforms in state schooling, restructured labor markets, the rise of diverse family forms, and media representations of masculinity. Despite the backlash against feminism and equal employment opportunity efforts, social class must remain part of the analysis. (SK)

This paper intends to begin a conversation about and suggest some principles for building more inclusive campus communities. The author explains what class culture is, how classism is embedded in everyday practices and why it is important to consider the way class shapes students, faculty, and staff, and in particular the working class. The paper…

Framed within recent developments in genre theory, this paper examines personal storytelling as practiced by working-class children and their families. Although both working-class and middle-class children encounter versions of oral storytelling that embody a personal perspective, these versions privilege different slants on experience. Drawing on…

Discusses the importance of teachers' awareness of students' backgrounds and cultures and cites research conducted in Great Britain by B. Tizard and M. Hughes and in the United States by S. Heath to support this belief. (DF)