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This paper examines the idea of the university from the first-in-family enabling students' perspective. It provides an overview of the current crisis of meaning in scholarly commentary that points to a spectrum of meanings about the university. This spectrum ranges from the ancient imaginary of the monastic university as 'ivory tower' to the instrumental idea of the entrepreneurial university. The analysis then reports on the idea of the university in over 40 interviews and surveys of first-in-family enabling students who attended two large regional Australian universities in 2014. Their metaphorical understandings of the university constitute a powerful imaginary about what a university is and can do for individuals and the wider society. For many, the resolution of the individualistic passion for knowledge of 'ivory tower' studies and the commitment to the social and economic usefulness of the fully engaged entrepreneurial university can be found in the pursuit of the passionate career. [ABSTRACT FROM AUTHOR]

The article contextualises the emergence of the Feral Art School, established in Hull in 2018 by artist‐educators following the winding down of Hull School of Art and Design. This alternative art school is the most recent of many established in the UK since the government's Independent Review of Higher Education Funding & Student Finance or Browne Review. This article argues that the processes of 'economisation' enacted by this review have severely threatened the health of arts education in the UK, forcing the closure of provision and increasing barriers to higher education arts education for the disadvantaged. This article uses the example of Feral Art School to demonstrate how provincial art schools might re‐emerge in new, counter‐hegemonic forms. The Feral Art School is run as a Community Interest Company (CIC) with cooperative values. We argue that these values extend to the philosophy of education underpinning all of Feral's activities. [ABSTRACT FROM AUTHOR]

Financial literacy represents the knowledge necessary to manage one's financial affairs in a way that contributes to overall wellbeing, yet financial literacy and financial education are understudied in sociology. While emerging adults have low rates of financial literacy overall, this article focuses on college students due to increasing college access and student loan debt. Based on the limited literature that assesses college financial literacy education, it appears that these types of programs may serve to advance college students' financial knowledge. Additional mechanisms that serve to develop college students' financial literacy include parent socialization, banking experience, and high school financial education programs. However, not everyone has the same access to these resources. Thus, given the magnitude of the US student debt crisis and persistent economic inequalities, college financial literacy education may prove beneficial for all students, particularly those from economically vulnerable backgrounds. This article serves as an invitation to sociologists to consider financial literacy education as both a worthwhile pursuit in application and as a research topic. [ABSTRACT FROM AUTHOR]

Previous research has shown that during adolescence, holding high expectations of college education serves as a protective factor for delinquency and substance use. Little is known whether the protective factor of college expectations extends into young adulthood, especially among ambitious youth who do not earn a degree. Using longitudinal data from the National Longitudinal Study of Adolescent Health, this research focuses on the longer term effects of adolescent educational expectations on deviant coping. This study finds that failing to realize realistically high expectations of college education during the transition to adulthood increases an individual's likelihood of deviant coping during the transition to adulthood. [ABSTRACT FROM AUTHOR]