(No) Harm in Asking

What is it about?

This articles explores how and when undergraduates engage college officials. I show how lower-income students are split in their engagement: The privileged poor—lower-income undergraduates who attended boarding, day, and preparatory high schools—enter college primed to engage professors and are proactive in doing so. By contrast, the doubly disadvantaged—lower-income undergraduates who remained tied to their home communities and attended local, typically distressed high schools—are more resistant to engaging authority figures in college and tend to withdraw from them.

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