Social class and education”. It opens with an analysis of research conducted in the 1960s with the aim of identifying factors contributing to differences in the educational outcomes of Whites and Blacks (Banks & Banks, 2013). Researchers hypothesized that achievement gaps primarily resulted from disparities in resources and school characteristics, but found that there is a strong correlation between achievement and socioeconomic status (SES) (Banks & Banks, 2013). Furthermore, attention is drawn to the class stratification that exists in our education system and which contributes to maintaining inequalities through exclusionary strategies such as grouping and ability tracking (Banks & Banks, 2013). Evidence of the correlation between social class and education is presented with an overview of our higher education system. Despite the significant increase in the number of postsecondary institutions and the overall increase in enrollment of low-income students, they are more likely to enroll in two-year institutions rather than four years, and the preferred attendance of students in highly selective establishments is increasing. (Banks and Banks, 2013). The unintended consequence of the expansion of higher education institutions is an increase in class inequality, rather than a decrease, as more privileged students seek admission to more selective institutions, thereby excluding students the less privileged (Banks & Banks, 2013). Greater access to top universities helps privileged students maintain their class status, regardless of their individual qualities. As a result, privileged students have greater access to higher quality resources than less privileged students who attend less selective institutions, thereby inhibiting progression up the social class ladder. The article ...... his study was based on students' stories interpreted subjectively by the researchers. This subjectivity could be seen in representations of students as “hesitant to position or describe themselves in class terms” (Field and Morgan Klein, 2013, p. 167). Yet the answer may not actually be a hesitation to identify with a certain social class, but rather a student who does not actually identify with a social class. Another limiting factor of the study is that it was conducted in the United Kingdom and race was largely ignored. It is widely believed that race has an influence on individual perceptions and would undoubtedly influence perceptions of social class and whether it is seen as an oppressive or temporary state. Therefore, the same study conducted in the United States could have very different results and implications for practice...