ONLINE FIRST
published on March 20, 2025
Arianna Falbo

, Heather Stewart
https://doi.org/10.5840/aaptstudies202531899
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¡ªthings we can do in the classroom as educators, as well as policy-level changes at the institutional level¡ªfor how to better support first-generation and low-income students.