The Way Class Works: Readings on School, Family, and the Economy

by Lois Weis (Editor)

Overview

Since the 1980s, the relationship between social class and education has been overshadowed by scholarship more generally targeting issues of race, gender, and representation. Today, with the global economy deeply immersed in social inequalities, there is pressing need for serious class-based analyses of schooling, family life and social structure. The Way Class Works is a collection of twenty-four groundbreaking essays on the material conditions of social class and the ways in which class is produced "on the ground" in educational institutions and families. Written by the most visible and important scholars in education and the social sciences, these timely essays explore the production of class in and through the economy, family, and school, while simultaneously interrogating and challenging our understandings of social class as linked to race, gender, and nation. With essays by distinguished scholars and questions for further reflection and discussion, The Way Class Works will be an invaluable resource for students and scholars in education, sociology, and beyond.

Product Details

ISBN-13:	9780415957083
Publisher:	Taylor & Francis
Publication date:	12/13/2007
Edition description:	New Edition
Pages:	408
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Lois Weis is State University of New York Distinguished Professor of Sociology of Education at the University at Buffalo, State University of New York.

Table of Contents

Section 1: Thinking/Living Class 1. Why the Rich are Getting Richer and the Poor, Poorer Robert B. Reich 2. The Continuing Importance of Class Analysis Erik Olin Wright 3. Behind the Gates: Social Splitting and the 'Other' Setha Low 4. The Two-in-Oneness of Class Wendy Luttrell 5. Reflections on Class and Educational Reform Stanley Aronowitz Section 2: Parenting Class 6. Class Out of Place: The White Middle Classes and Intersectionalities of Class and 'Race' in Urban State Schooling in England Diane Reay 7. Class Reproduction and Social Networks in the U.S. Fiona Devine 8. Watching, Waiting, and Deciding When to Intervene: Race, Class, and the Transmission of Advantage Annette Lareau 9. Are Middle-Class Families Advantaging their Children? Kimberly S. Maier, Timothy G. Ford, and Barbara Schneider 10. Parenting Practices and Schooling: The Way Class Works for New Immigrant Groups Guofang Li Section 3: Schooling Class 11. Persisting Social Class Inequality in U.S. Education Adam Gamoran 12. The Social Cost of Inadequate Education of Black Males Henry M. Levin 13. Social Class and School Knowledge Jean Anyon 14. Social Class and Tracking within Schools Sean Patrick Kelly 15. How Class Matters: The Geography of Educational Desire and Despair in Schools and Courts Michelle Fine, April Burns, María Elena Torre and Yasser A. Payne 16. Playing to Middle Class Self-Interest in Pursuit of School Equity Ellen Brantlinger 17. Class, Teachers, and Teacher Education Greg Dimitriadis 18. Social Class and Higher Education: A Reorganization of Opportunities Scott L. Thomas and Angela Bell Section 4: Complicating Class, Race and Gender Intersectionality 19. Towards a Re-Thinking of Class as Nested in Race and Gender: Tracking the White Working Class in the Final Quarter of the Twentieth Century Lois Weis 20. The Ideological Blackening of Hmong American Youth Stacey J. Lee 21. Schools, Social Class and Youth: A Bernsteinian Analysis Alan R. Sadovnik 22. Spatial Containment in the Inner City: Youth Subcultures, Class-Conflict and Geographies of Exclusion Jo-Anne Dillabough, Jacqueline Kennelly and Eugenia Wang 23. Class and the Middle: Schooling, Subjectivity and Social Formation Julie McLeod and Lyn Yates 24. Rereading Class, Rereading Cultural Studies Jennifer Logue and Cameron McCarthy

Editorial Reviews

"The Way Class Works: Readings on School, Family, and the Economy is a compelling edited volume that explores the often overlooked influence class has on the lives of young people, their outlook, and their future opportunities." — Fall 2008, Harvard Educational Review

"Weis (sociology of education, State U. of New York at Buffalo) couples new research and classic pieces on the impact of social class in the arenas of schools, schooling, and family life in the United States. The volume's 24 articles are organized into sections that examine class formation and associated class practices; the ways parenting choices and practices are linked to class formation and associated educational outcomes; links between social class and educational outcomes; and the complex relationship between class, race, and gender." — Book News Inc., August 2008

The Way Class Works is both an impressive and timely achievement. Weis has pulled together a diverse group of both established and emerging scholars, working from an astonishing array of perspectives, to foster an intricate and crucial dialogue about class. One of the most significant accomplishments of the collection is in the diversity of scholarly traditions represented by the contributors." — Nadine Dolby, International Studies in Sociology of Education, Vol. 18, Nos. 3-4, September-December 2008

"...a good reader on how social class differences are made and experienced...Aimed at students, a list of discussion questions is included at the end of each article. The book should also be useful to teachers and scholars as an introduction to many of the best current studies in class and education, pointing to the larger works from which the readings come." — B. Weston, Centre College

Annette Laureau, Professor of Sociology Temple University

"I think it could make a useful contribution to the field. I would use it in my course; many of the authors are well very regarded and very important in their fields."

Barbara Schneider, Professor of Sociology and Human Development University of Chicago

" Ms. Weis has edited several volumes and is widely considered to be one of the leading scholars in the U.S. on issues of social class, gender, and race. Her books are widely read and often used as main text and supplementary text adoptions in college courses. This book much like her earlier work should also be a success. . . As I indicated earlier there are few books that could compete with this book and I think that the ones mentioned in the proposal are not as comprehensive or as compelling as the one suggested by Professor Weis. . . . I recommend this book for publication and would use the book in my courses."

From the Publisher