Mobility Studies and Education

Series Editor:
Jane Van Galen
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Works in this Series will explore the complicated and shifting landscapes of wealth, opportunity, social class, and education in the changing global economic landscape, particularly at the intersections of race, ethnicity, religion, and gender. The Series includes work on education and social mobility within three major themes:
• Interrogation of stories of educational “success” against the odds for what these cases might teach about social class itself, about the depths of economic and educational constraints that have been surmounted, about the costs of those journeys, or about the long-term social and economic trajectories of class border crossers.
• Examination of the psycho-social processes by which people traverse class borders, including the social construction of ambition and achievement in young people marginalized from the academic mainstream by class, race, or gender. Works in the series will illuminate the complicated and contested processes of identity formation among those who attain upward mobility via success in school.
• Explorations of economic mobility within developing countries. New labor markets created by global consumerism are intensifying demand for formal education while also transforming individual lives, families, communities, and cultural practices. Meanwhile, high rates of migration in search of economic opportunity fuel debate about citizenship, assimilation, and identity as antecedents of economic mobility. How is formal education implicated in these processes?

Works are sought from the fields of sociology, anthropology, educational policy, economics, and political science. Methodologies may include longitudinal studies.
Series Editor:
Jane A. van Galen, University of Washington, Bothell, USA

Editorial Board:
Van Dempsey, School of Education, Health and Human Performance, USA
Paula Groves Price, Washington State University, USA
Stephanie Jones, University of Georgia, USA
George W. Noblit, UNC-Chapel Hill, USA
Diane Reay, University of Cambridge, UK
Becky Reed Rosenberg, UC Santa Cruz, USA
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