Mary L Scherer
Biographic Data
| ID | 3557785 |
|---|---|
| NAME | Mary L Scherer |
| GIVEN NAMES | Mary L |
| FAMILY NAME | Scherer |
| SIGNATURE | SCHERER M L |
| AFFILIATIONS | Sam Houston State University |
| ORCID | 0000-0002-1360-8838 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 83 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Introduction to the Special Issue—A Class of Our Own: Teaching Sociology by, for, and about First-Generation and Working-Class People
Privileged careerists, working-class idealists: Complicating the relationship of class, college values, and curricular choices
Research suggests that class-privileged students value learning for its own sake and study the liberal arts, while working-class students believe college is a means to an end. However, recent studies indicate that these associations are weakening. This paper investigates the link between class background, college values, and curricular choices, specifically course selection. In interviews with 68 working- and upper-middle-class liberal arts major…
Strategically Unequal: How Class, Culture, and Institutional Context Shape Academic Strategies
When facing common setbacks like a missed due date or low assignment grade, some students take action to change the outcome while others do not. This study compares academic strategies by social class and across institutional context through interviews with working- and upper-middle-class students at a public regional and flagship university. Academic strategies are based on parentally-transmitted skills and knowledge as well as class-cultural no…
Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences
Faculty mentorship is a highly advantageous yet under‐explored form of social capital which can grant access to co‐curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural cap…
More Coffee, Less Crime? The Relationship between Gentrification and Neighborhood Crime Rates in Chicago, 1991 to 2005
This study examines the relationship between gentrification and neighborhood crime rates by measuring the growth and geographic spread of one of gentrification's most prominent symbols: coffee shops. The annual counts of neighborhood coffee shops provide an on–the–ground measure of a particular form of economic development and changing consumption patterns that tap into central theoretical frames within the gentrification literature. Our analysis…
More Coffee, Less Crime? The Relationship between Gentrification and Neighborhood Crime Rates in Chicago, 1991 to 2005
This study examines the relationship between gentrification and neighborhood crime rates by measuring the growth and geographic spread of one of gentrification's most prominent symbols: coffee shops. The annual counts of neighborhood coffee shops provide an on–the–ground measure of a particular form of economic development and changing consumption patterns that tap into central theoretical frames within the gentrification literature. Our analysis…
Strategically Unequal: How Class, Culture, and Institutional Context Shape Academic Strategies
When facing common setbacks like a missed due date or low assignment grade, some students take action to change the outcome while others do not. This study compares academic strategies by social class and across institutional context through interviews with working- and upper-middle-class students at a public regional and flagship university. Academic strategies are based on parentally-transmitted skills and knowledge as well as class-cultural no…
Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences
Faculty mentorship is a highly advantageous yet under‐explored form of social capital which can grant access to co‐curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural cap…
Introduction to the Special Issue—A Class of Our Own: Teaching Sociology by, for, and about First-Generation and Working-Class People
Privileged careerists, working-class idealists: Complicating the relationship of class, college values, and curricular choices
Research suggests that class-privileged students value learning for its own sake and study the liberal arts, while working-class students believe college is a means to an end. However, recent studies indicate that these associations are weakening. This paper investigates the link between class background, college values, and curricular choices, specifically course selection. In interviews with 68 working- and upper-middle-class liberal arts major…
More Coffee, Less Crime? The Relationship between Gentrification and Neighborhood Crime Rates in Chicago, 1991 to 2005
This study examines the relationship between gentrification and neighborhood crime rates by measuring the growth and geographic spread of one of gentrification's most prominent symbols: coffee shops. The annual counts of neighborhood coffee shops provide an on–the–ground measure of a particular form of economic development and changing consumption patterns that tap into central theoretical frames within the gentrification literature. Our analysis…
Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences
Faculty mentorship is a highly advantageous yet under‐explored form of social capital which can grant access to co‐curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural cap…
Privileged careerists, working-class idealists: Complicating the relationship of class, college values, and curricular choices
Research suggests that class-privileged students value learning for its own sake and study the liberal arts, while working-class students believe college is a means to an end. However, recent studies indicate that these associations are weakening. This paper investigates the link between class background, college values, and curricular choices, specifically course selection. In interviews with 68 working- and upper-middle-class liberal arts major…
Strategically Unequal: How Class, Culture, and Institutional Context Shape Academic Strategies
When facing common setbacks like a missed due date or low assignment grade, some students take action to change the outcome while others do not. This study compares academic strategies by social class and across institutional context through interviews with working- and upper-middle-class students at a public regional and flagship university. Academic strategies are based on parentally-transmitted skills and knowledge as well as class-cultural no…
Introduction to the Special Issue—A Class of Our Own: Teaching Sociology by, for, and about First-Generation and Working-Class People
Sociology (5 works) · Class (philosophy (4 works) · Political science (4 works) · Social class (4 works) · Epistemology (3 works) · Higher Education Research Studies (3 works) · Law (3 works) · Law (3 works) · Pedagogy (3 works) · Social science (3 works)