This book presents a qualitative investigation of community college faculty members' perceptions of working-class students, focusing on their inability to acknowledge, discuss, and consider the influence of class within the experience of higher education.

This book explores how a working-class rural environment influences students' collegiate aspirations and access. Centered on a case study of the concepts of college knowledge and university jargon in rural public high schools, it offers analysis as well as strategies for helping students and counselors learn academic language.