Becca Spindel Bassett
Biographic Data
| ID | 332928 |
|---|---|
| NAME | Becca Spindel Bassett |
| GIVEN NAMES | Becca Spindel |
| FAMILY NAME | Bassett |
| SIGNATURE | BASSETT B S |
| AFFILIATIONS | University of Arkansas |
| ORCID | 0000-0001-9336-410X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Public, the Private, and the Pandemic: Local Solutions and External Constraints to Serving First-Generation, Low-Income College Students During Covid-19
Credible Messengers and Cultural Guides: How Near-Peers Expand Access to College Advising in Urban High Schools
Applying to college is a complex process requiring significant economic and cultural resources. Students from more affluent backgrounds often have the advantage of family support, while low-income students face challenges due to limited access to navigational knowledge, especially in urban schools where counselors are overwhelmed. This qualitative study highlights how near-peer advisors, working alongside school counselors, provide emotional supp…
Pink Slips (for Some): Campus Employment, Social Class, and Covid-19
Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are 'right for…
“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens
In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on…
A Field Guide to Grad School: Uncovering the Hidden Curriculum
If the explicit curriculum of school consists of important lessons like how to summarize a text, use the Pythagorean theorem, and write a thesis statement, the hidden curriculum teaches less visible but long-lasting lessons: how to earn your teacher’s praise, tell a convincing story, and ask an authority figure for a favor. For decades, education scholars have investigated how the hidden curriculum of schools creates powerful but unspoken “rules …
Campus Counterspaces: Black and Latinx Students’ Search for Community at Historically White Universities
In the first half of 2020, as higher education institutions scrambled to react to the COVID-19 pandemic and respond to public outcry against state-sanctioned racial violence, reporters, student advocates, and scholars documented the disproportionate harm these intersecting crises were having on low-income, first-generation, and racial minority college students. If privilege had previously been an abstract academic term, in the spring of 2020 it b…
Youth Voices in Education Research
Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs
Low-income, first-generation (LIFG) students complete college at disproportionately low rates. This qualitative study examines this gap from the perspective of university actors who directly support LIFG students in two student support programs at one public university. Drawing on in-depth interviews and observations, this study investigates how these actors conceptualize the problems that LIFG students face, the solutions that will yield success…
Pink Slips (for Some): Campus Employment, Social Class, and Covid-19
Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are 'right for…
Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs
Low-income, first-generation (LIFG) students complete college at disproportionately low rates. This qualitative study examines this gap from the perspective of university actors who directly support LIFG students in two student support programs at one public university. Drawing on in-depth interviews and observations, this study investigates how these actors conceptualize the problems that LIFG students face, the solutions that will yield success…
Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs
Low-income, first-generation (LIFG) students complete college at disproportionately low rates. This qualitative study examines this gap from the perspective of university actors who directly support LIFG students in two student support programs at one public university. Drawing on in-depth interviews and observations, this study investigates how these actors conceptualize the problems that LIFG students face, the solutions that will yield success…
Campus Counterspaces: Black and Latinx Students’ Search for Community at Historically White Universities
In the first half of 2020, as higher education institutions scrambled to react to the COVID-19 pandemic and respond to public outcry against state-sanctioned racial violence, reporters, student advocates, and scholars documented the disproportionate harm these intersecting crises were having on low-income, first-generation, and racial minority college students. If privilege had previously been an abstract academic term, in the spring of 2020 it b…
Youth Voices in Education Research
A Field Guide to Grad School: Uncovering the Hidden Curriculum
If the explicit curriculum of school consists of important lessons like how to summarize a text, use the Pythagorean theorem, and write a thesis statement, the hidden curriculum teaches less visible but long-lasting lessons: how to earn your teacher’s praise, tell a convincing story, and ask an authority figure for a favor. For decades, education scholars have investigated how the hidden curriculum of schools creates powerful but unspoken “rules …
“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens
In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on…
Pink Slips (for Some): Campus Employment, Social Class, and Covid-19
Although undergraduates from all class backgrounds work while attending college, little is known about how students approach finding work and the benefits they reap from different on-campus roles. Drawing on interviews with 110 undergraduates at Harvard University, we show that in the absence of clear institutional expectations surrounding on-campus work opportunities, students draw on class-based strategies to determine which jobs are 'right for…
The Public, the Private, and the Pandemic: Local Solutions and External Constraints to Serving First-Generation, Low-Income College Students During Covid-19
Credible Messengers and Cultural Guides: How Near-Peers Expand Access to College Advising in Urban High Schools
Applying to college is a complex process requiring significant economic and cultural resources. Students from more affluent backgrounds often have the advantage of family support, while low-income students face challenges due to limited access to navigational knowledge, especially in urban schools where counselors are overwhelmed. This qualitative study highlights how near-peer advisors, working alongside school counselors, provide emotional supp…
Sociology (7 works) · Higher Education Research Studies (6 works) · Psychology (6 works) · Pedagogy (5 works) · Higher education (4 works) · Political science (4 works) · Higher Education Governance and Development (3 works) · Social science (3 works) · Critical Race Theory in Education (2 works) · Economic growth (2 works)