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Claims to belonging and difference: ...

Lei, Joy Loo-I.

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Claims to belonging and difference: Cultural citizenship and identity construction in schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Claims to belonging and difference: Cultural citizenship and identity construction in schools./
作者:	Lei, Joy Loo-I.
面頁冊數:	256 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020633
ISBN:	0493317627

Claims to belonging and difference: Cultural citizenship and identity construction in schools.
Lei, Joy Loo-I.

Claims to belonging and difference: Cultural citizenship and identity construction in schools. - 256 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.

Based upon a two-year ethnographic study at a multiracial high school, this dissertation examines race relations through the concepts of cultural citizenship and identity construction. Analysis of the findings suggests the sociocultural context of the school was framed by racialized discourses that normalized Whiteness and constructed "race" and "racism" based upon a Black/White oppositional dichotomy. Within this context, race was equated with racism and therefore a taboo topic since it was deemed to be an indication of racism at the school. The dichotomous discourse also defined race and racism based upon the experiences of African Americans and created a symbolic racial hierarchy.

ISBN: 0493317627Subjects--Topical Terms:

626654
Education, Sociology of.

Claims to belonging and difference: Cultural citizenship and identity construction in schools.
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500 $a Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2380.
500 $a Supervisor: Stacey J. Lee.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2001.
520 $a Based upon a two-year ethnographic study at a multiracial high school, this dissertation examines race relations through the concepts of cultural citizenship and identity construction. Analysis of the findings suggests the sociocultural context of the school was framed by racialized discourses that normalized Whiteness and constructed "race" and "racism" based upon a Black/White oppositional dichotomy. Within this context, race was equated with racism and therefore a taboo topic since it was deemed to be an indication of racism at the school. The dichotomous discourse also defined race and racism based upon the experiences of African Americans and created a symbolic racial hierarchy.
520 $a The effects of the racialized discourses were evident in the pervasive racial segregation that existed at the school due to institutional and cultural practices, including peer pressure and informal academic tracking, that created and maintained barriers to meaningful cross-race interactions, relationships, and integration. I focus on the tensions between the Black and Southeast Asian American students and the constructions of them as deviant-Other and foreign-Other respectively. I discuss how these constructions of the two student populations and the racial hierarchy served to maintain the normalcy and privilege of Whiteness at the school.
520 $a Utilizing the concept of cultural citizenship, I describe how students who were marginalized, including the Black and Southeast Asian American students, claimed their rights to belonging and participation as members of the school through self-definition, affirmation, and empowerment. Although the students' actions did not profoundly alter the school's institutional culture and practices, the claims were significant to the students and did, in fact, disrupt the existing norms in different ways.
520 $a In further developing the concept of identity construction and its relationship to schooling, I focus on the performative production of the Black female students as loud and tough, and the Southeast Asian American male students as quiet and inconspicuous. I analyze the symbolic and material effects of the racialized gendered identities as they were constructed both for and by the students, and the students' struggle to "be themselves" within the enactments and protests of the hegemonic racist and masculinist discourses at the school.
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