Search

Social science research has long recognized the relevance of socioeconomic background for mobility and inequality. In this article we interrogate how and why working-class and first-generation backgrounds are especially meaningful and take as our case in point the professoriate and the discipline of sociology, – i.e., a field that intellectually prioritizes attention to group inequality and that arguably offers a conservative empirical test compared to other academic fields. Our analyses, which draw on unique survey items and open-ended qualitative materials from nearly 1,000 academic sociologists, reveal significant background divergences in academic job attainment, tied partly to educational background. Moreover, and especially unique and important, findings demonstrate significant consequences across several dimensions of inequality including compensation and economic precarity, professional visibility, and isolation at departmental, college or university, and professional levels. We conclude by highlighting how our discussion and results contribute in important ways to broader sociological concerns surrounding mobility, group disadvantage, and social closure.

Sociological research has long been interested in inequalities generated by and within educational institutions. Although relatively rich as a literature, less analytic focus has centered on educational mobility and inequality experiences within graduate training specifically. In this article, we draw on a combination of survey and open-ended qualitative data from approximately 450 graduate students in the discipline of sociology to analyze graduate school pipeline divergences for first-generation and working-class students and the implications for inequalities in tangible resources, advising and support, and a sense of isolation. Our results point to an important connection between private undergraduate institutional enrollment and higher-status graduate program attendance--a pattern that undercuts social-class mobility in graduate training and creates notable precarities in debt, advising, and sense of belonging for first-generation and working-class graduate students. We conclude by discussing the unequal pathways revealed and their implications for merit and mobility, graduate training, and opportunity within our and other disciplines.