@article {322006,
	title = {(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University},
	journal = {Sociology of Education},
	volume = {89},
	number = {1},
	year = {2016},
	note = {This paper won the\&nbsp;2015 Graduate Student Paper Award from Educational Problems Division of the Society for the Study of Social Problems and was\&nbsp;featured\&nbsp;in the Sunday Review of\&nbsp;The New York Times in a piece I penned entitled,\&nbsp;{\textquotedblleft}What the Privileged Poor Can Teach Us"},
	pages = {1-19},
	abstract = {How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Employing in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in college. Middle-class undergraduates report being at ease in interacting with authority figures and are proactive in doing so. Undergraduates from lower-income backgrounds, however, are split. The Privileged Poor{\textemdash}lower-income undergraduates who attend boarding, day, and preparatory high schools{\textemdash}enter college with dominant forms of cultural capital akin to those of their middle-class peers, are primed to engage professors, and are proactive in doing so. By contrast, the Doubly Disadvantaged{\textemdash}lower-income undergraduates who remain tied to their home communities and typically distressed schools before college{\textemdash}enter college with less cultural capital, are more defensive when engaging authority figures in college, and tend to withdraw from them. Through documenting the heterogeneity between lower-income undergraduates, I show how static understandings of individuals{\textquoteright} cultural endowments derived singularly from family background homogenize the experiences of lower-income undergraduates. In so doing, I shed new light on the cultural underpinnings of education processes in higher education.},
	url = {http://soe.sagepub.com/content/89/1/1.abstract},
	author = {Anthony Abraham Jack}
}
