Classed Outcomes: How Class Differentiates the Careers of Liberal Arts College Graduates in the US

Autor/in	Hurst, Allison L.
Titel	Classed Outcomes: How Class Differentiates the Careers of Liberal Arts College Graduates in the US
Quelle	In: British Journal of Sociology of Education, 39 (2018) 8, S.1075-1093 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurst, Allison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2018.1455495
Schlagwörter	Social Class; Social Differences; Outcomes of Education; Small Colleges; Liberal Arts; Social Capital; Cultural Capital; Selective Admission; Competitive Selection; College Graduates; Family Characteristics; Longitudinal Studies; Family Financial Resources; Debt (Financial); Loan Repayment; Parent Child Relationship; Socioeconomic Influences; Educational Attainment; Employment Opportunities; Academic Aspiration + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Sozialer Unterschied; Lernleistung; Schulerfolg; College; Colleges; Oberschule; Sozialkapital; Bildungsselektion; Hochschulabsolvent; Hochschulabsolventin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sozioökonomischer Faktor; Bildungsabschluss; Bildungsgut; Berufschance; Beschäftigungschance
Abstract	In the United States, attending a selective liberal arts college is often a sign of success. Human capital theory assumes graduates from these colleges share similar outcomes, in terms of employment and further education. This article reports, findings from a national (US) survey of liberal arts college students who graduated between 2012 and 2014. It finds significant differences in the immediate post-graduation outcomes of students based on family background. Using a Bourdieusian lens of capitals and habitus, the article links these different outcomes to differential experiences while in college, expectations, and parental resources. As in the public sector, classed pathways operate to produce differential outcomes for students of small liberal arts colleges. The article also demonstrates the continuing role of family-based material resources after graduation, and how these are used to differentiate students even when holding similar amounts of social and cultural capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01