Connecting to Post-College Life and Locating Success

J. Benson, Elizabeth M. Lee
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Abstract

Chapter 7 shows how campus geographies expose students to different models of success (or not) and shape their strategies for attaining that success. Play Hard students learn early not to prioritize academic outcomes above friendships and social life but rather to focus on building powerful networks with more affluent friends through parties, team sports, and Greek Life. Work Hard students, by contrast, remain in more class-segregated spaces, meaning they have less exposure to peers with upper-class habituses. They prioritize building their formal resume, connections with faculty, and having high grade point averages, which guide their decisions both academically and in terms of the kinds of extracurricular opportunities they seek out. Multisphere students rely on both academic and network strategies and seem to be comfortable navigating each, while Disconnected students struggle to locate a clear and consistent route toward post-college success and plan to rely on themselves.
连接后大学生活和定位成功
第7章展示了校园地理如何让学生接触到不同的成功模式(或不成功模式),并塑造他们获得成功的策略。Play Hard的学生很早就学会了不要把学业成绩放在友谊和社交生活之上,而是通过聚会、团队运动和联谊会生活,专注于与更富有的朋友建立强大的网络。相比之下,“努力工作”的学生仍然生活在更加阶级隔离的空间里,这意味着他们很少接触到有上层社会习惯的同龄人。他们优先考虑的是建立正式的简历,与教师的联系,以及拥有较高的平均绩点,这些都指导着他们在学术上和寻找课外机会方面的决定。“多领域”的学生既依赖于学术策略,也依赖于人际关系策略,而且似乎能自如地驾驭这两种策略,而“孤立”的学生则很难找到一条通往大学毕业后成功的清晰而一致的路线,并计划依靠自己。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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