Everyday Sociology Blog

Class and Geographic Mobility in Academia: Global Perspectives on Class Cultural Mismatch and Linguistic Imperialism in Higher Education

By Colby King, Kamil Luczaj, Assistant Professor of Sociology,  University of Information Technology and Management (Rzeszow, Poland), and Calvin Odhiambo, Associate Professor of Sociology, USC Upstate

In January 2022, we held a panel discussion about our research as well as our individual experiences, describing what we know about how social class inequality and geography play a role in social mobility. We discussed how social class mobility intersects with race, language and dialect, geographic background, and gender in career opportunities, particularly how these issues heighten class cultural mismatch, creating challenging circumstances even for successful academics experiencing upward class mobility.  

Dr. Luczaj is a sociologist from Poland. He is interested in international academic careers and working-class cultures. His research addresses the complex relationship between class position and migration experience. For example, he has published a study on foreign-born scholars in Central Europe, and a meta-analysis on foreign-born scholars “on the peripheries.”

Originally from Kenya, Dr. Odhiambo’s experiences as an international academic illustrate many of Dr. Luczaj’s research findings. Dr. King is not an international academic, but has experienced social class mobility through his academic career, and has also written about efforts to support students, faculty, and staff in higher education from first-generation and working-class backgrounds.

Pools and Privilege

By Karen Sternheimer

It’s possible that I learned to swim before I could walk. As an infant, my mother took me to a group swimming lesson at the local YWCA, where mothers introduced their babies to the water. While she held me, I learned such skills as floating, blowing bubbles, and kicking. I also became comfortable in the water, which I have been throughout my life thanks to years of swimming lessons as a child.

I’m a regular lap swimmer now, which provides numerous physical and mental health benefits. And while people at my community pool sometimes compliment my consistency and endurance in the water, I owe most of this to the hidden privileges of having access to pools most of my life. Sure, lots of people don’t swim regularly who could—so I’ll take some credit for suiting up on a regular basis (especially on cold days!)—but many of the factors that lead me to swim are class-based privileges that often go unrecognized.

Awareness of Social Class

By Todd Schoepflin

I was once asked about when I gained awareness about social class. It struck me as an interesting question. My answer focused on my middle school years when I began meeting people from an affluent part of my hometown.

My childhood was mostly contained to a small radius around my working-class and middle-class neighborhood. When I made new friends in 7^th grade, it was easy to observe they lived in bigger homes that were further apart than in my neighborhood, affording people more privacy. A few of my friends in my neighborhood had above-ground pools, whereas new friends had in-ground pools. Yards had wood fences rather than the less expensive chain link fences that I was accustomed to on my street. We learned to jump those chain link fences if we hit a ball into someone else’s property or if we were running through yards when being mischievous. Being around peers with parents who had higher incomes and seeing up close that money flowed more freely for these friends, raised my social class awareness.

“Dream Big!”: Inequality in Dreams of the Future

By Jenny Enos 

“What do you want to be when you grow up?”

Most children and teenagers are asked this question countless of times by well-meaning parents, teachers, and friends. They are often told that anything is possible, and that they can be absolutely anything they want to be.

Some may dream of becoming the next Elon Musk, Mark Zuckerberg, or just some nebulous kind of “celebrity”; others may dream of becoming a doctor, veterinarian, or zookeeper. “Dream big!” is the mantra espoused by many parents who, often aware of the low likelihood of the outcome, nonetheless feel pressure to encourage their children’s dreams. Parenting guides even tell parents to fight the urge to fact-check or reality-check what their children dream of.

Work and the Body

By Karen Sternheimer

Several years ago, the small company my husband worked for had an employee challenge: get the company’s logo tattooed on a visible part of your body, and the company would donate several hundred dollars to the charity of your choice.

My husband did not take them up on this offer (and his team was soon after acquired by another company anyway), but several of his coworkers did. More than just a charitable impulse, it seemed like a way for these employees to demonstrate their commitment to the small startup. This was a company that expected its workers to be not just good employees, but “heroes” that would be available at any hour to meet its clients’ needs, albeit with little room for growth in terms of career or salary.

Student Debt, the Racial Wealth Gap, and (the lack of) Investment in Public Higher Education

By Colby King

In late December of 2021, President Biden extended the pause on student loan repayment for 90 days, until May 1, 2022. People with student debt breathed a sigh of relief, knowing that they would have at least a few more months of the needed financial flexibility this pause has provided.

The pause was extended amid an ongoing debate about what should be done about student debt, which has become a substantial social problem. What is the scope of this problem? The Student Debt Crisis Center maintains a twitter account that regularly updates about the total amount of student debt. Their most recent tweet as of this writing showed that student debt had accumulated to $1,885,848,223,792.

Retail Exodus

By Karen Sternheimer

For the past year and a half of the pandemic, I have been fortunate enough to order groceries online and drive up for curbside pickup. Not only has it saved me from exposure to others, it also saves me time and enables me to shop throughout the week on the store’s app.

When I put in my most recent grocery order, I received an email about an hour later saying that my order had been canceled. It didn’t give a reason, it just said there was a problem with my order. At first I wondered if there was a problem with the credit card or if lots of things were out of stock.

The Sociology of Luck

By Todd Schoepflin      

“Even the losers get lucky sometimes,” sang Tom Petty and the Heartbreakers. “You got lucky babe, when I found you,” they sing in another. Paul McCartney and Wings have a song titled “With a Little Luck.” Social Distortion has a song called “Bad Luck.” Daft Punk has a song “Get Lucky” featuring Pharrell Williams. The expression “lucky as sin” appears in the song “Young Man’s Game” by Fleet Foxes. In “Superstition,” the legend Stevie Wonder sings about broken glass and bad luck as he warns us not to believe in things we don’t understand. 

We say good luck to each other in everyday life. We have expressions like “Better to be lucky than good” and “See a penny pick it up, all day long you’ll have good luck.” To explain the misfortune of a loved one, we sympathetically remark: “If it wasn’t for bad luck, they’d have no luck at all.” We might explain our favorite team losing a game because “that’s the way the ball bounces,” suggesting it was a matter of bad luck, or that the opposing team won because they caught a lucky break. Luck means something to us.

Becoming a Doctor: Inequities in Medical Training

By Karen Sternheimer

The past year has taught us a lot about inequities within health care, from the disparities in COVID-19 infection and death rates to the impact of racial segregation on our health, and the disparities in receiving vaccinations during the early rollout phase.

Disparities also exist among health care workers, even between doctors.

James Loewen and the Sociology of Sundown Towns

By Colby King

Sociologist James Loewen passed away on Thursday, August 19 at the age of 79. In an obituary in the New York Times, he is described as a “civil rights champion who took high school teachers and textbook publishers to task for distorting American history, particularly the struggle of Black people in the South, by oversimplifying their experience and omitting the ugly parts.”

Loewen first worked as a professor at Tougaloo College, a historically black college in Mississippi. He later worked at the University of Vermont, and as a visiting professor at Catholic University of America in Washington, DC.

Loewen is probably most famous for his book Lies My Teacher Told Me, which my friend Myron Strong writes about here. Loewen produced other important work as well. For example, Facing South, the online magazine for the Institute for Southern Studies republished Loewen’s article “Lies Across the South” from the Spring/Summer 2000 issue of Southern Exposure in an effort, “to deepen understanding of the long movement for memorial justice in the South — and appreciation for Loewen's critical contributions to it.” Memorials and landmarks continue to be sites where we continue to struggle over racism and place character, as I wrote about in an  Everyday Sociology Blog post about the removal of the Confederate Flag from the South Carolina state house grounds in 2015. In this article written 15 years earlier, Loewen emphasized that, “All across the South, from Maryland to Texas, historical markers, monuments, and historic sites get history wrong, mostly on purpose.”