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Ample research exists addressing implications of social class differences and its impact on a student’s college experience. However, research in management education rarely addresses social class. This paper reviews the results of surveys administered to management students at two Northeastern four-year institutions with large clusters of working-class students. The data and discussion highlight differences between the two groups, how they respond to certain learning approaches and the distractions they face due to living arrangements. Key findings include the students’ view towards their education – relational versus transactional – based on the institution they attend. Implications on pedagogical approaches are included.
Author(s):
Miriam Plavin-Masterman
Worcester State University
United States
Leslie Campbell
Colby-Sawyer College
United States
Elizabeth Siler
Worcester State University
United States
