Cover

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Title Page, Copyright Page

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Contents

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p. vii

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Acknowledgments

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p. ix

Among so many colleagues and friends who have contributed so much, I want especially to thank Marco Abel, Amitava Kumar, John Muckelbauer, and Jeff Nealon, who put up with hearing me go on and on about all kinds of vague ideas...

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1. We’re Going to the Show

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pp. 1-16

The current truism suggests that an undergraduate degree is today’s equivalent to a high-school diploma a couple of generations earlier. Undergraduates at a research university would probably not recognize themselves reflected in any historical...

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2. New Selves / Old Selves, Class Dreams / Class Nightmares

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pp. 17-38

Frederick Taylor’s story about Schmidt and the pig iron is one of the founding legends of scientific management. It is usually remembered now for the derogatory terms in which Taylor characterized the worker he was looking for and the arrogance...

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3. School to Work to School to Work to . . .

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pp. 39-59

Educators have found it difficult to keep up with the intensifying pressures of a winner-takes-all culture. Because very few clear pathways to ‘‘winning’’ exist for most people, secondary-school teachers especially are faced with few options...

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4. How the Inequality Connection Was Timed Out

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pp. 60-73

You need a good camcorder to shoot inequality in consumption. Not only do mobilities of desire keep everything in motion, but also—and equally important—the superimposition of image acceleration over taste fills the screen to the point of overflowing...

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5. Class Processes 101: The Purpose of Competition

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pp. 74-91

A letter to the editor appearing in the Sacramento Bee of May 16, 2002, from Curt Augustine, the executive vice president for the California Coalition for Construction in the Classroom, suggests that a college-degree-for-all mentality...

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6. Competition, Choice, and the Management of Class Doubling

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pp. 92-118

Undergraduates at colleges and universities are frequently linked in more and more complicated ways with community-college, distance-educational, and vocational-technical students. Very often the same person is all of the above. Transferring...

References

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pp. 119-122

Index

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pp. 123-126