Academic progress implicates who we are as people. We feel as much as think our way through school. Relationships and classroom cultures matter a great deal for how people negotiate learning tasks. Our sense of ourselves as embodied persons, with particular biographies and identities, often mediates how we interpret situations and make decisions as our academic pathways unfold.
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Johnson, A. M. (2022). Collaborating in Class: Social Class Context and Peer Help-Seeking and Help-Giving in an Elite Engineering School. American Sociological Review, 87(6), 981-1006.
Horwitz, I. M., Matheny, K. T., Laryea, K., & Schnabel, L. (2022). From Bat Mitzvah to the Bar: Religious Habitus, Self-Concept, and Women’s Educational Outcomes. American Sociological Review, 87(2), 336-372.
Weeden, K. A., Gelbgiser, D., & Morgan, S. L. (2020). Pipeline dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion. Sociology of Education, 93(4), 297-314.
Holland, M.M., DeLuca, S. 2016. Why Wait Years to Become Something? Low Income African American Youth and the Costly Career Search in For-Profit Trade Schools. Sociology of Education 89(4):261-278.
Armstrong, E.A., Hamilton L.T. (2015). Paying for the Party: How College Maintains Inequality. Cambridge, MA: University of Chicago Press.
Charles, M., & Bradley, K. (2009). Indulging our Gendered Selves? Sex Segregation by Field of Study in 44 Countries. American Journal of Sociology, 114(4), 924-976.