Nadine Cavigioli is the Deputy Programme Manager for BA (Hons) Learning and Teaching with SEND at University of Leeds, UK. Her teaching practice and research are equity-centred and trauma-informed, aiming to reduce psychological barriers that a return to study later in life can bring.Stacey Mottershaw is an Associate Professor (Teaching and Scholarship) at Leeds University Business School. Her research predominantly seeks to understand the support and career development needs of marginalised groups in higher education.Rachael O’Connor is an Associate Professor in Legal Education, Academic Lead for Personal Tutoring at the University of Leeds, trustee of LawCare and solicitor (non-practising). Her research develops reverse mentoring and other initiatives to empower underrepresented voices in change-making.

‘This ground-breaking book brilliantly addresses classism in higher education through an innovative collaborative approach. By weaving together diverse voices from working-class students and academics across institutions, the authors offer invaluable insights and practical solutions. An essential read for anyone committed to creating truly inclusive academic spaces.’Teresa Crew, Senior Lecturer in Social Policy, Bangor University, UK.‘This book is an exciting new publication that explores reflections from working-class academics. The chapters centre around ‘myths’, with each chapter examining a different myth. The authors have skilfully and cleverly woven in working-class voices from the sector of HE in the UK, using a lived experience methodology and approach. This makes a valuable contribution to the existing body of literature on social class and higher education.’Iona Burnell Reilly, Senior Lecturer in Education, University of East London, UK.

• Introduction to a Class-Conscious Practice 1. Myth: ‘We Live in a Classless Society’ 2. Myth: ‘Working-Class Students Suffer from Imposter Syndrome’ 3. Myth: ‘Working-Class Students Lack Motivation’ 4. Myth: ‘Working-Class Students Arrive at University on a Level-Playing field’ 5. Myth: ‘Working-Class Students Don’t Have High Aspirations’ 6. Myth: ‘Traditional Research Methods are Appropriate to Explore Working-Class Students' Experiences’ 7. Myth: ‘Working-Class Staff are Best Placed to Support Working-Class Students’ Recommendations for Developing a Class-Conscious Practice

Nadine Cavigioli is the Deputy Programme Manager for BA (Hons) Learning and Teaching with SEND at University of Leeds, UK. Her teaching practice and research are equity-centred and trauma-informed, aiming to reduce psychological barriers that a return to study later in life can bring.Stacey Mottershaw is an Associate Professor (Teaching and Scholarship) at Leeds University Business School. Her research predominantly seeks to understand the support and career development needs of marginalised groups in higher education.Rachael O’Connor is an Associate Professor in Legal Education, Academic Lead for Personal Tutoring at the University of Leeds, trustee of LawCare and solicitor (non-practising). Her research develops reverse mentoring and other initiatives to empower underrepresented voices in change-making.

‘This ground-breaking book brilliantly addresses classism in higher education through an innovative collaborative approach. By weaving together diverse voices from working-class students and academics across institutions, the authors offer invaluable insights and practical solutions. An essential read for anyone committed to creating truly inclusive academic spaces.’Teresa Crew, Senior Lecturer in Social Policy, Bangor University, UK.‘This book is an exciting new publication that explores reflections from working-class academics. The chapters centre around ‘myths’, with each chapter examining a different myth. The authors have skilfully and cleverly woven in working-class voices from the sector of HE in the UK, using a lived experience methodology and approach. This makes a valuable contribution to the existing body of literature on social class and higher education.’Iona Burnell Reilly, Senior Lecturer in Education, University of East London, UK.

• Introduction to a Class-Conscious Practice 1. Myth: ‘We Live in a Classless Society’ 2. Myth: ‘Working-Class Students Suffer from Imposter Syndrome’ 3. Myth: ‘Working-Class Students Lack Motivation’ 4. Myth: ‘Working-Class Students Arrive at University on a Level-Playing field’ 5. Myth: ‘Working-Class Students Don’t Have High Aspirations’ 6. Myth: ‘Traditional Research Methods are Appropriate to Explore Working-Class Students' Experiences’ 7. Myth: ‘Working-Class Staff are Best Placed to Support Working-Class Students’ Recommendations for Developing a Class-Conscious Practice

Nadine Cavigioli is the Deputy Programme Manager for BA (Hons) Learning and Teaching with SEND at University of Leeds, UK. Her teaching practice and research are equity-centred and trauma-informed, aiming to reduce psychological barriers that a return to study later in life can bring.Stacey Mottershaw is an Associate Professor (Teaching and Scholarship) at Leeds University Business School. Her research predominantly seeks to understand the support and career development needs of marginalised groups in higher education.Rachael O’Connor is an Associate Professor in Legal Education, Academic Lead for Personal Tutoring at the University of Leeds, trustee of LawCare and solicitor (non-practising). Her research develops reverse mentoring and other initiatives to empower underrepresented voices in change-making.

‘This ground-breaking book brilliantly addresses classism in higher education through an innovative collaborative approach. By weaving together diverse voices from working-class students and academics across institutions, the authors offer invaluable insights and practical solutions. An essential read for anyone committed to creating truly inclusive academic spaces.’Teresa Crew, Senior Lecturer in Social Policy, Bangor University, UK.‘This book is an exciting new publication that explores reflections from working-class academics. The chapters centre around ‘myths’, with each chapter examining a different myth. The authors have skilfully and cleverly woven in working-class voices from the sector of HE in the UK, using a lived experience methodology and approach. This makes a valuable contribution to the existing body of literature on social class and higher education.’Iona Burnell Reilly, Senior Lecturer in Education, University of East London, UK.

• Introduction to a Class-Conscious Practice 1. Myth: ‘We Live in a Classless Society’ 2. Myth: ‘Working-Class Students Suffer from Imposter Syndrome’ 3. Myth: ‘Working-Class Students Lack Motivation’ 4. Myth: ‘Working-Class Students Arrive at University on a Level-Playing field’ 5. Myth: ‘Working-Class Students Don’t Have High Aspirations’ 6. Myth: ‘Traditional Research Methods are Appropriate to Explore Working-Class Students' Experiences’ 7. Myth: ‘Working-Class Staff are Best Placed to Support Working-Class Students’ Recommendations for Developing a Class-Conscious Practice