Rondini, Ashley C. 2016. “Healing the Hidden Injuries of Class: Redemption Narratives, Aspirational Proxies, and Parents of Low-Income First Generation College Students.” Sociological Forum 31(1):96-116. (http:// onlinelibrary.wiley.com/doi/ 10.1111/socf.12228/abstract)
This work is about how differing socioeconomic levels of students impact the cognitive perception of their own selves. The work focuses on how students regard their status in terms of their cultural origin. The evidence is drawn for multiple accounts of both college students and their parents' and how their cultural capital has effected their ideological landscape in which what standards they need to achieve in higher education. Guilt and insecurity fostered by their socioeconomic status affect their threshold for success in higher education.
Ashley C. Rondini is currently the Visiting Assistant Professor at Franklin and Marshall College. She received a joint PhD in Sociology and Social Policy from Brandeis University. Her concentration in the Department of Sociology was in Sociology of Race, Sociology of Gender, and Qualitative Research Methods. Additionally, she concentrated her Social Policy study in Policies and Programs Related to Assets and Socioeconomic Inequalities.
Two key terms defined by Rondini are "hidden injuries" and "redemption." Hidden injuries refer to the resulting bouts of insecurities and discomfort experienced by poor students who have find success in higher education. They view themselves as academic impostors, as a result of their parental origin. The idea of redemption is used to describe parental motive to aid students towards academic success, which stems from their own failure to pursue or succeed in higher education.
"The success of these students contributes to complicated interpersonal dynamics and feelings of guilt in relation to their families of origin" (98).
"The “knowledge gap” experienced by poor and working-class parents regarding educational institutions can complicate their capacities to offer effective support to their children’s academic pursuits. Low parental educational attainment and/or limited cultural capital often impede(s) students’ postsecondary educational outcomes" (99).
"As a result of the structural disparities that inform the racial and socioeconomic segregation of residential neighborhoods and public school districting systems, high educational aspirations espoused by low-income, recent immigrant, and/or racial minority students and their parents infrequently correspond with commensurate access to material resources and educational opportunity structures" (99).
I chose to utilize this work in my paper because of its viewpoint on cultural capital. The premise of the data is centered around the same conceptualizations as my own thesis, however focuses on a different aspect of cultural capital. While I chose to examine how the advantages of cultural capital can cause upward mobility, Rondini chooses to anecdote ways in which low cultural capital can increase potential for upward mobility, as well.