Straddling Class in the Academy

Sonja Ardoin, Ph.D. is a learner, educator, facilitator, and author. Proud of her rural hometown of Vidrine, Louisiana, her working-class, Cajun roots, and her first-generation college student to PhD journey, Sonja holds degrees from LSU, Florida State, and NC State. A self-described scholar-practitioner, Sonja served as an administrator for 10 years before shifting to the faculty in 2015 and currently serves as associate professor of higher education and student affairs at Clemson University. Her career path includes experience in academic administration, academic advising, community engagement, fraternity and sorority life, leadership development, student activities, and student conduct. Sonja studies social class identity in higher education; college access and success for rural and first-generation college students; student and women’s leadership; and professional preparation and career pathways in higher education and student affairs. She stays engaged in the broader field through presenting, facilitating, and volunteering with ACPA, AFLV, ASHE, the Center for First-generation Student Success, NASPA, and several journal editorial boards. Learn more about Sonja at https://www.sonjaardoin.com/. dr. becky martinez is a class-straddling Mixed Race Woman of Color who loves engaging in social class and class(ism). She humbly comes from a family of farmers that now finds herself a first-generation white-collar professional and is still working through what that means. In her professional capacity, becky is an organization development consultant and trainer with a focus on social justice, leadership and organizational change with Infinity Martinez Consulting and a faculty member with the Social Justice Training Institute. Her work centers on dismantling systems of oppression through critical reflection and dialogue intertwined with theoretical models and key concepts. She is passionate about systems thinking while working with campuses, government agencies and

Foreword—Jamie Washington Acknowledgements Introduction 1. Social Class in the Academy 2. The Undergraduate Student Perspective—Narratives by Daniel Espiritu, Kevyanna Rawls, and Téa N. Wimer 3. The Graduate Student Perspective—Narratives by Constanza A. Cabello, Dylan R. Dunn, and Carmen Rivera 4. The Early Career Administrator Perspective—Narratives by Armina Khwaja Macmillan, Timothy M. Johnson, and Brenda Lee Anderson Wadley 5. The Mid Career Administrator Perspective—Narratives by Sara C. Furr, Jacinda M. Félix Haro, and Sally G. Parish 6. The Senior Administrator Perspective—Narratives by Mamta Motwani Accapadi, Thomas C. Segar, and Jeremiah Shinn 7. The Nontenured Faculty Perspective—Narratives by Loren Cannon, Raul Fernandez, and Tori Svoboda 8. The Tenured Faculty Perspective—Narratives by Nancy J. Evans, Rudy P. Guevarra Jr., and Larry D. Roper 9. The External Educator Perspective—Narratives by Briza K. Juarez, Edward Pickett III, and Roxanne Villaluz 10. Shared Social Class Experiences and the Intersectionality of Identity 11. Conclusion. Increasing Social Class Consciousness and Inclusivity in Higher Education References Authors and Contributors Index