Recently Professor Laura Hamilton published two higher education articles. The first (with Simon Cheng), “Going Greek: The Organization of Campus Life and Class-Based Graduation Gaps,” came out in Social Forces. It shows that the presence of Greek letter societies at selective four-year schools, which tend to enroll students from a wide variety of class backgrounds, is associated with greater graduation gaps between low and high income students on campus. The second article (with Josipa Roksa and Kelly Nielsen) is entitled “Providing a Leg Up: Parental Involvement and Opportunity Hoarding in College” and is published in Sociology of Education. This paper was recently covered by Inside Higher Education (https://www.insidehighered.com/news/2018/02/28/parental-involvement-drastically-changes-students-college-experience-study-shows) and the Washington Post (https://www.washingtonpost.com/news/grade-point/wp/2018/03/02/helicopter-parents-dont-stay-at-home-when-the-kids-go-to-college-they-keep-hovering/?utm_term=.511bacc2a232). It shows that affluent parents find ways to provide their children with qualitatively different educational experiences than their low income peers, even at the same university—ultimately reproducing class inequities in college outcomes.