ABSTRACT
Since its inception, higher education in the United States has perpetuated social connections among the privileged that stratified students by social class. Historically, those who have benefited most were white, economically privileged, and male. In many respects, higher education, like many social institutions, continues to privilege those same groups (Bogue & Aper, 2000; Vine, 1997). While today higher education includes more demographic diversity, which ultimately broadens the social networks that can be developed, problems related to social class (Vander Putten, 2001), race (Watson et al., 2002), gender (Glazer-Raymo, 1999, 2008; Rich, 2000), and privilege (Langston, 1993) still remain obscured or sometimes even ignored.
