Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Civic Learning for Shared Futures
Diversity & Democracy Volume 11, Number 3  

Diversity & Democracy
Volume 11,
Number 3
(2008)

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About This Issue
Featured Topic: Shared Futures
Class on Campus: Breaking the Silence Surrounding Socioeconomics
Don’t Lose Your Working-Class Students
Raising Awareness of Class Privilege Among Students
Stratified Learning: Responding to the Class System of Higher Education
Race and Class: Taking Action at the Intersections
Perspectives
Class, at Vanderbilt? Breaking the Silence at an Elite Institution
Engaging with Contradiction by Engaging with Community
Campus Practice
Finding Context: Teaching About Class through Local History
Understanding Socioeconomic Difference: Studies in Poverty and Human Capability
Research Report
Recent Research on Socioeconomic Status and Higher Education
And More...
In Print
Resources
Opportunities

About This Issue

By Kathryn Peltier Campbell, Editor

On an abstract level, the United States is a country fixated on socioeconomic status. Americans routinely note the growing divide between rich and poor while immersed in a wealth-obsessed culture that those who talk of “the American Dream” frame as widely accessible. Yet on an interpersonal level, Americans are quiet about class, a still-taboo topic in polite conversation. This silence extends to the halls of higher education, where belief in meritocracy and discomfort with one’s status can quickly shut down discourse.

The history of class-based critique in education is rich and complex. But as economic pressures and political maneuvering deepen socioeconomic divides, it is more important than ever that we all join the conversation. Socioeconomic status influences where students are likely to attend college and how they fare when they arrive. Student success depends not just on programs and policies, but also on campus climates—and new innovations in liberal education cut across all these domains. By opening the door to conversation, this issue of Diversity & Democracy suggests methods to create more inclusive campus cultures, while providing students with a lens that enhances their ability to effect change, both in college and beyond.

Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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