Belonging and Estrangement: Supporting First-Generation and Low-Income Students in Academic Philosophy

In recent years, there has been an increase in initiatives aimed at making professional philosophy more accessible to, and inclusive of, practitioners from diverse backgrounds. One important aspect of identity that often gets overlooked, or is at least much less discussed, is the experience of pursuing a degree in philosophy as someone from a first-generation and/or low-income background. Drawing upon a diverse range of personal reflections from philosophers from non-traditional class backgrounds, we first highlight the unique barriers and challenges that such philosophers often encounter, as well as the crucially important perspectives and insights that such students can bring to our philosophy classes and academic communities. We also offer a range of preliminary guidelines and suggestions—things we can do in the classroom as educators, as well as policy-level changes at the institutional level—for how to better support first-generation and low-income students.