CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Inhabiting Latino Politics: How Colleges Shape Students’ Political Styles

Tác giả

Reyes D.V.

Năm xuất bản

2015

Source title

Sociology of Education

Số trích dẫn

35

DOI

10.1177/0038040715602753

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84942100690&doi=10.1177%2f0038040715602753&partnerID=40&md5=4fb9f27b7d2b056bfaae819b0dff2933

Tóm tắt

To comply with ideals of multiculturalism and diversity, postsecondary institutions incorporate Latino students into distinct campus cultures. These cultures influence how students interact with one another, the university community at large, and communities outside of campus, ultimately shaping how students inhabit Latino politics. Drawing on data from 20 months of ethnographic fieldwork with six student organizations and 60 in-depth interviews, I compare Latino student organizations in a liberal arts college, a research university, and a regional public university. Building on inhabited institutional theory, I identify dimensions of campus cultures that work in interaction with students to produce three divergent forms of ethnic political expression: deliberative, divisive, and contentious. Inhabited institutionalism helps explain why Latino politics takes distinct forms in specific academic contexts and suggests that strong collegiate incorporation may paradoxically serve to suppress Latino student engagement in political activism outside the campus gates. © 2015, © American Sociological Association 2015.

Từ khóa

campus cultures; inhabited institutionalism; Latino students; political styles; student activism

Tài liệu tham khảo

Abrego L., Sacrificing Families: Navigating Laws, Labor, and Love across Borders, (2014); Acuna R., Occupied America: A History of Chicanos, (1981); Edwin A., State-centered and Political Institutional Theories in Political Sociology: Retrospect and Prospect, The Handbook of Political Sociology, pp. 96-114, (2005); Aries E., Men and Women in Interaction: Reconsidering the Differences, (1996); Armstrong E., Hamilton L., Paying for the Party: How College Maintains Inequality, (2013); Barreto M., Manzano S., Ramirez R., Rim K., Mobilization, Participation, and Solidaridad: Latino Participation in the 2006 Immigration Protest Rallies, Urban Affairs Review, 42, pp. 736-764, (2009); Beasley M., Opting Out: Losing the Potential of America’s Young Black Elite, (2011); Bedard K., Kuhn P., Where Class Size Really Matters: Class Size and Student Ratings of Instructor Effectiveness, Economics of Educational Review, 27, 3, pp. 253-265, (2008); Beltran C., The Trouble with Unity: Latino Politics and the Creation of Identity, (2010); Binder A., Wood K., Becoming Right: How Campuses Shape Young Conservatives, (2012); Binder A., Wood K., ‘Civil’ or ‘Provocative’? Varieties of Conservative Student Style and Discourse in American Universities, Professors and Their Politics, pp. 158-190, (2014); Bryson B., Making Multiculturalism: Boundaries and Meanings in US English Departments, (2005); Clark B.R., The Distinctive College, (1992); Eliasoph N., Political Culture and the Presentation of a Political Self: A Study of the Public Sphere in the Spirit of Erving Goffman, Theory and Society, 19, pp. 465-494, (1990); Eliasoph N., How Americans Produce Apathy in Everyday Life, (1998); Eliasoph N., Lichterman P., Culture in Interaction, American Journal of Sociology, 108, pp. 735-794, (2003); Espenshade T.J., Radford A.W., No Longer Separate, not yet Equal: Race and Class in Elite College Admission and Campus Life, (2009); Everitt J.G., Levinson B.A., Inhabited Institutions in New Destinations: Local Sense-making and Institutional Work in Community Response to New Immigration, Journal of Contemporary Ethnography, (2014); Golash-Boza T., Immigration Nation: Raids, Detentions and Deportations in Post-9-11 America, (2012); Haedicke M., ‘Keeping Our Mission, Changing Our System’: Translation and Organizational Change in Natural Foods Co-ops, Sociological Quarterly, 53, pp. 44-67, (2012); Hallett T., The Myth Incarnate: Recoupling Processes, Turmoil, and Inhabited Institutions in an Urban Elementary School, American Sociological Review, 75, 1, pp. 52-74, (2010); Hallett T., Ventresca M.J., Inhabited Institutions: Social Interactions and Organizational Forms in Gouldner’s, Patterns of Industrial Bureaucracy. Theory and Society, 35, pp. 216-236, (2006); Hammersley M., Atkinson P., The process of analysis, Ethnography: Principles in Practice, pp. 158-190, (2007); Hays S., Structure and Agency and the Sticky Problem of Culture, Sociological Theory, 12, 1, pp. 57-72, (1994); Huberman A.M., Miles M.B., Data management and analysis methods. Pp. 428-44, Handbook of Qualitative Research, (1994); Hurtado S., Carter D., Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging, Sociology of Education, 70, 4, pp. 324-345, (1997); Hurtado S., Ponjuan L., Latino Educational Outcomes and the Campus Climate, Journal of Hispanic Higher Education, 4, 3, pp. 235-251, (2005); Kuh G., The Other Curriculum: Out of Class Experiences Associated with Student Learning and Personal Development, Journal of Higher Education, 66, 2, pp. 123-155, (1995); LeCompte M.D., Schensul J.J., Designing and Conducting Ethnographic Research: An Introduction, (2010); Lofland J., Snow D., Anderson L., Lofland L., 2006, Analyzing Social Settings: A Guide to Qualitative Observation and Analysis; Mariscal G., Brown-eyed Children of the Sun: Lessons from the Chicano Movement 1965-1975, (2005); Martinez L., Yes We Can: Latino Participation in Unconventional Politics, Social Forces, 84, pp. 135-155, (2005); McCarthy J.D., Zald M.N., Resource Mobilization and Social Movements: A Partial Theory, American Journal of Sociology, 99, pp. 640-667, (1977); Meyer J., Rowan B., Institutionalized Organization: Formal Structure as a Myth and Ceremony, American Journal of Sociology, 83, pp. 340-363, (1977); Miles M.B., Huberman A.M., Saldana J., Qualitative Data Analysis: A Methods Sourcebook, (2014); Mullen A.L., Degrees of Inequality: Culture, Class, and Gender in American Higher Education, (2010); Munoz C., Youth, Identity, and Power: The Chicano Movement, (1989); Nunn L.M., Defining Student Success: The Role of School and Culture, (2014); Oseguera L., Locks A., Vega I., Increasing Latina/o Students Baccalaureate Degree Attainment: A Focus on Retention, Journal of Hispanic Higher Education, 8, 1, pp. 23-53, (2009); Perrin A., Political Microcultures: Linking Civic Life and Democratic Discourse, Social Forces, 84, pp. 1049-1082, (2005); Quinones J.G., Chicano Politics: Reality and Promise 1940-1990, (1990); Radford A.W., Top Student, Top School? How Social Class Shapes Where Valedictorian Go to College, (2014); Rojas F., From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline, (2007); Roth W., Race Migrations: Latinos and the Cultural Transformation of Race, (2012); Sanchez G., The Role of Group Consciousness in Political Participation among Latinos in the United States, American Politics Research, 34, 4, pp. 427-450, (2006); Segura G., Santoro W., Assimilation, Incorporation, and Ethnic Identity in Understanding Latino Electoral and Non-electoral Political Participation, Political Research Quarterly, 64, 1, pp. 172-184, (2011); Smith R.C., Mexican New York: Transnational Worlds of New Immigrants, (2006); Stevens M., Creating a Class: College Admissions and the Education of Elites, (2007); Stuber J.M., Inside the College Gates: How Class and Culture Matter in Higher Education, (2011); Tinto V., Leaving College: Rethinking the Causes and Cures of Student Attrition, (1987); Van Dyke N., Hotbeds of Activism: Locations of Student Protest, Social Problems, 45, pp. 205-220, (1998); Van Dyke N., Crossing Movement Boundaries: Factors That Facilitate Coalition Protest by American College Students, 1930-1990, Social Problems, 50, 2, pp. 226-250, (2003); Verba S., Schlozman K., Brady H.E., Voice and Equality: Civic Voluntarism in American Politics, (1995)

Nơi xuất bản

SAGE Publications Inc.

Hình thức xuất bản

Article

Open Access

Nguồn

Scopus