Looks at the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies AssociationLate to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.

Looks at the ways in which social structures and relationships within schools define, enable, or constrain an ethic of caring, especially for historically marginalized groups of students.The contributors to this book tap into an important, but largely unexamined perspective: examining how social structures and relationships within schools help to define, enable, or constrain an ethic of care.This sociological, critical perspective is used to examine K–12 schooling, focusing upon grounded qualitative studies of student groups currently and/or historically considered marginal or for whom school presents significant barriers (i.e., African Americans and Hispanics; gays and lesbians; and women). The authors have grappled with the difficulties and opportunities presented by considering multiple perspectives of caring and what that means to those living within schools.

Looks at the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies AssociationLate to Class presents theoretical, empirical, and pedagogical perspectives on social class and schooling in the United States. Grounding their analyses at the intersections of class, ethnicity, gender, geography, and schooling, the contributors examine the educational experiences of poor, working class, and middle class students against the backdrop of complicated class stratification in a shifting global economy. Together, they explore the salience of class in understanding the social, economic, and cultural landscapes within which young people in the United States come to understand the meaning of their formal education in times of changing opportunity.

Looks at the ways in which social structures and relationships within schools define, enable, or constrain an ethic of caring, especially for historically marginalized groups of students.The contributors to this book tap into an important, but largely unexamined perspective: examining how social structures and relationships within schools help to define, enable, or constrain an ethic of care.This sociological, critical perspective is used to examine K–12 schooling, focusing upon grounded qualitative studies of student groups currently and/or historically considered marginal or for whom school presents significant barriers (i.e., African Americans and Hispanics; gays and lesbians; and women). The authors have grappled with the difficulties and opportunities presented by considering multiple perspectives of caring and what that means to those living within schools.