Blake R Silver
Biographic Data
| ID | 156132 |
|---|---|
| NAME | Blake R Silver |
| GIVEN NAMES | Blake R |
| FAMILY NAME | Silver |
| SIGNATURE | SILVER B R |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0003-0813-9229 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Degrees of Risk: Navigating Insecurity and Inequality in Public Higher Education
Major transitions: How college students interpret the process of changing fields of study
Higher education and the transition to adulthood: Socioeconomic Inequality in College Students’ Self-Narratives
How does socioeconomic status relate to the self-narratives youth craft in higher education? This article examines in-depth interviews with 96 students at a broad-access public university to illuminate how narratives of the transition to adulthood are shaped by socioeconomic inequality among youth who enroll in the same postsecondary institution. Although most students across backgrounds agreed that they were “not yet adults,” there were differen…
Inequality in Higher Education
More recently, a growing body of research has explored racial/ethnic and gender inequities in higher education. The two dominant sociological traditions reviewed—status attainment and social reproduction—have originated from concerns regarding socioeconomic inequality. Combining insights across the different dimensions of inequality would amplify their contributions to understanding college student success. Whereas the status attainment tradition…
Understanding the Individual in Context: Socioeconomic Inequality in College Students’ Perspectives
Knowledge about whether and how students’ dispositions and ways of thinking are shaped by higher education has expanded rapidly in recent years. Drawing from in-depth interviews with 104 college students at a large public university in the United States, this study examined how participants described the relationship between individual experiences and social, historical, and political contexts. Findings indicate that most students understood the …
Compartmentalizing Communities or Creating Continuity: How Students Navigate LGBQ+ Identity Within and Beyond College
Sociologists are working to expand knowledge about the experiences of lesbian, gay, bisexual, and queer (LGBQ+) college students. Yet there is little research on how these students come to navigate their identities over the course of higher education. Analyzing in-depth interviews with 20 LGBQ+ college seniors, this study finds evidence of two ways of making meaning of LGBQ+ identity that correspond with two strategies for managing identity discl…
The Senior-Year Transition: Gendered Experiences of Second-Generation Immigrant College Students
Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents. Findings show how beliefs regarding gender inform the contours of parental expectations for soon-to-b…
Focused, Exploratory, or Vigilant: Reproduction, Mobility, and the Self-Narratives of Second-Generation Immigrant Youth
Second-Generation Immigrant Students and the Senior-Year Transition
This qualitative study explores how second-generation immigrant (SGI) college seniors experience and navigate their final year of college. Drawing on Schlossberg’s theory of transitions, we analyze in-depth interviews with 34 SGI seniors. Emergent themes include: (a) perceptions of the senior-year transition, (b) challenges finding and using university resources, (c) tensions between sense of self and parental expectations, (d) discrepancies betw…
How First-Year College Women Construct Identity Through Cocurricular Involvement
This ethnographic study relies on a combination of participant observation and 43 in-depth interviews to explore how first-year college women construct identities in cocurricular settings. Findings indicate that students relied primarily on two gendered identity strategies to engage with peers in cocurricular groups. Some women presented as nurturing caregivers while others presented as amicable nice girls. Although these strategies facilitated a…
Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences
Although college education is a key to upward mobility, students from socioeconomically disadvantaged backgrounds are less likely to enter and complete college than their more advantaged peers. Prior literature has illuminated how cultural capital contributes to these disparities. An alternative conceptualization of cultural capital, however, suggests that it can also play a role in social mobility. In this study, we build on and extend the liter…
Inequality in the Extracurriculum: How Class, Race, and Gender Shape College Involvement 1
Extracurricular involvement in college is linked to positive outcomes including a sense of inclusion or belonging, which can facilitate retention and graduation. Research makes clear, however, that not all students find inclusion on campus. Drawing from in‐depth interviews with 80 first‐year students at a large public university, this study uses an intersectional lens to examine how inequality emerges in the extracurricular realm. I rely on a pro…
Social Class and Habitus at the End of College: Cultural Similarity and Difference among Graduating Seniors
Existing research offers a range of perspectives on the impact of the college experience on culture. While some scholars claim that higher education leads to cultural convergence or homogenization among students, others emphasize the durability of class-based cultural differences during college. This article seeks to understand the degree to which students from across class backgrounds leave college with a similar habitus. Drawing from interviews…
On the Margins of College Life: The Experiences of Racial and Ethnic Minority Men in the Extracurriculum
Today, racial and ethnic minority (REM) men complete college at lower rates and perceive a less welcoming campus climate than their white and female peers. Although these disparities in perceptions and outcomes are well-documented, we know less about how they are produced. Drawing on an ethnographic study at a four-year public university, I examine the experiences of REM men in the extracurricular realm of college. Findings illuminate how student…
Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences
Although college education is a key to upward mobility, students from socioeconomically disadvantaged backgrounds are less likely to enter and complete college than their more advantaged peers. Prior literature has illuminated how cultural capital contributes to these disparities. An alternative conceptualization of cultural capital, however, suggests that it can also play a role in social mobility. In this study, we build on and extend the liter…
Social Class and Habitus at the End of College: Cultural Similarity and Difference among Graduating Seniors
Existing research offers a range of perspectives on the impact of the college experience on culture. While some scholars claim that higher education leads to cultural convergence or homogenization among students, others emphasize the durability of class-based cultural differences during college. This article seeks to understand the degree to which students from across class backgrounds leave college with a similar habitus. Drawing from interviews…
Inequality in the Extracurriculum: How Class, Race, and Gender Shape College Involvement 1
Extracurricular involvement in college is linked to positive outcomes including a sense of inclusion or belonging, which can facilitate retention and graduation. Research makes clear, however, that not all students find inclusion on campus. Drawing from in‐depth interviews with 80 first‐year students at a large public university, this study uses an intersectional lens to examine how inequality emerges in the extracurricular realm. I rely on a pro…
Focused, Exploratory, or Vigilant: Reproduction, Mobility, and the Self-Narratives of Second-Generation Immigrant Youth
Understanding the Individual in Context: Socioeconomic Inequality in College Students’ Perspectives
Knowledge about whether and how students’ dispositions and ways of thinking are shaped by higher education has expanded rapidly in recent years. Drawing from in-depth interviews with 104 college students at a large public university in the United States, this study examined how participants described the relationship between individual experiences and social, historical, and political contexts. Findings indicate that most students understood the …
On the Margins of College Life: The Experiences of Racial and Ethnic Minority Men in the Extracurriculum
Today, racial and ethnic minority (REM) men complete college at lower rates and perceive a less welcoming campus climate than their white and female peers. Although these disparities in perceptions and outcomes are well-documented, we know less about how they are produced. Drawing on an ethnographic study at a four-year public university, I examine the experiences of REM men in the extracurricular realm of college. Findings illuminate how student…
How First-Year College Women Construct Identity Through Cocurricular Involvement
This ethnographic study relies on a combination of participant observation and 43 in-depth interviews to explore how first-year college women construct identities in cocurricular settings. Findings indicate that students relied primarily on two gendered identity strategies to engage with peers in cocurricular groups. Some women presented as nurturing caregivers while others presented as amicable nice girls. Although these strategies facilitated a…
Navigating the First Year of College: Siblings, Parents, and First‐Generation Students’ Experiences
Although college education is a key to upward mobility, students from socioeconomically disadvantaged backgrounds are less likely to enter and complete college than their more advantaged peers. Prior literature has illuminated how cultural capital contributes to these disparities. An alternative conceptualization of cultural capital, however, suggests that it can also play a role in social mobility. In this study, we build on and extend the liter…
Inequality in the Extracurriculum: How Class, Race, and Gender Shape College Involvement 1
Extracurricular involvement in college is linked to positive outcomes including a sense of inclusion or belonging, which can facilitate retention and graduation. Research makes clear, however, that not all students find inclusion on campus. Drawing from in‐depth interviews with 80 first‐year students at a large public university, this study uses an intersectional lens to examine how inequality emerges in the extracurricular realm. I rely on a pro…
Social Class and Habitus at the End of College: Cultural Similarity and Difference among Graduating Seniors
Existing research offers a range of perspectives on the impact of the college experience on culture. While some scholars claim that higher education leads to cultural convergence or homogenization among students, others emphasize the durability of class-based cultural differences during college. This article seeks to understand the degree to which students from across class backgrounds leave college with a similar habitus. Drawing from interviews…
On the Margins of College Life: The Experiences of Racial and Ethnic Minority Men in the Extracurriculum
Today, racial and ethnic minority (REM) men complete college at lower rates and perceive a less welcoming campus climate than their white and female peers. Although these disparities in perceptions and outcomes are well-documented, we know less about how they are produced. Drawing on an ethnographic study at a four-year public university, I examine the experiences of REM men in the extracurricular realm of college. Findings illuminate how student…
Second-Generation Immigrant Students and the Senior-Year Transition
This qualitative study explores how second-generation immigrant (SGI) college seniors experience and navigate their final year of college. Drawing on Schlossberg’s theory of transitions, we analyze in-depth interviews with 34 SGI seniors. Emergent themes include: (a) perceptions of the senior-year transition, (b) challenges finding and using university resources, (c) tensions between sense of self and parental expectations, (d) discrepancies betw…
The Senior-Year Transition: Gendered Experiences of Second-Generation Immigrant College Students
Research documents persistent gender inequality in the educational experiences of second-generation immigrant (SGI) students whose parents immigrated to the United States. This qualitative study draws from 27 in-depth interviews to explore the experiences of SGI women as they navigate the senior-year transition in conversation with their parents. Findings show how beliefs regarding gender inform the contours of parental expectations for soon-to-b…
Focused, Exploratory, or Vigilant: Reproduction, Mobility, and the Self-Narratives of Second-Generation Immigrant Youth
Inequality in Higher Education
More recently, a growing body of research has explored racial/ethnic and gender inequities in higher education. The two dominant sociological traditions reviewed—status attainment and social reproduction—have originated from concerns regarding socioeconomic inequality. Combining insights across the different dimensions of inequality would amplify their contributions to understanding college student success. Whereas the status attainment tradition…
Understanding the Individual in Context: Socioeconomic Inequality in College Students’ Perspectives
Knowledge about whether and how students’ dispositions and ways of thinking are shaped by higher education has expanded rapidly in recent years. Drawing from in-depth interviews with 104 college students at a large public university in the United States, this study examined how participants described the relationship between individual experiences and social, historical, and political contexts. Findings indicate that most students understood the …
Compartmentalizing Communities or Creating Continuity: How Students Navigate LGBQ+ Identity Within and Beyond College
Sociologists are working to expand knowledge about the experiences of lesbian, gay, bisexual, and queer (LGBQ+) college students. Yet there is little research on how these students come to navigate their identities over the course of higher education. Analyzing in-depth interviews with 20 LGBQ+ college seniors, this study finds evidence of two ways of making meaning of LGBQ+ identity that correspond with two strategies for managing identity discl…
Degrees of Risk: Navigating Insecurity and Inequality in Public Higher Education
Major transitions: How college students interpret the process of changing fields of study
Higher education and the transition to adulthood: Socioeconomic Inequality in College Students’ Self-Narratives
How does socioeconomic status relate to the self-narratives youth craft in higher education? This article examines in-depth interviews with 96 students at a broad-access public university to illuminate how narratives of the transition to adulthood are shaped by socioeconomic inequality among youth who enroll in the same postsecondary institution. Although most students across backgrounds agreed that they were “not yet adults,” there were differen…
Sociology (13 works) · Psychology (12 works) · Higher Education Research Studies (10 works) · Political science (8 works) · Social Psychology (8 works) · Social Psychology (8 works) · Gender Studies (6 works) · Gender Studies (6 works) · Social science (6 works) · Inequality (5 works)