The Terms of Inclusion: Transitional School Programs in a Racialized Organizational Field

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dominic Terrel Walker
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Abstract

As organizations committed to providing upward social mobility and leadership development for academically high-achieving working-class youth of color, transitional school programs (TSPs) prepare students to transition from urban public schools to elite, mostly private high schools. However, TSPs’ dependence on wealthy, White institutions to achieve these goals highlights racialized contradictions in the organizational field. How do TSPs navigate the race and class conflicts between the goals of their program and the racial organizational field of elite schools on which they depend for survival? Drawing on two years of ethnographic research at Ascend, a TSP in a northeastern city, this article demonstrates how because of racialized dependencies, Ascend is compelled to adopt the inequitable practices and assumptions of the racialized organizational field of elite education. Yet over time, the organization begins to resist this organizational order by decoupling their practices from elite schools. Student voice and activism contributed to destabilizing this racialized organizational order through direct action. As Ascend’s loose coupling to the field became untenable during national student protests, the organization sought to recouple to the demands of student protesters by explicitly renegotiating the terms of inclusion for their students in the racialized organizational field. These findings contribute to a limited literature about TSPs, organizations critical to the desegregation of elite schools. The findings also demonstrate how studying an organization in the context of its organizational field can reveal how organizations become racialized in practice. Finally, the case of Ascend shows that decoupling, previously theorized to be a method of evading commitments to equity, may also be a method of subverting racialized dependencies.
包容的条件:种族化组织领域中的过渡性学校项目
一些组织致力于为学业成绩优异的有色人种工人阶级青年提供向上的社会流动性和领导力发展,过渡性学校项目(tsp)帮助学生从城市公立学校过渡到精英学校,主要是私立高中。然而,tsp依靠富裕的白人机构来实现这些目标,凸显了组织领域的种族化矛盾。tsp如何在他们的项目目标和他们赖以生存的精英学校的种族组织领域之间的种族和阶级冲突中导航?根据在东北部城市的TSP Ascend进行的两年人种学研究,本文展示了由于种族化的依赖,Ascend是如何被迫采用精英教育种族化组织领域的不公平实践和假设的。然而,随着时间的推移,该组织开始抵制这种组织秩序,将他们的实践与精英学校脱钩。学生的声音和行动主义通过直接行动破坏了这种种族化的组织秩序。在全国学生抗议活动中,Ascend与该领域的松散耦合变得站不住脚,该组织试图通过明确地重新谈判学生在种族化组织领域的包容条款,重新与学生抗议者的要求联系起来。这些发现有助于有限的文献关于tsp,组织对精英学校的废除种族隔离至关重要。研究结果还表明,在组织领域的背景下研究组织可以揭示组织在实践中如何变得种族化。最后,Ascend的案例表明,脱钩,以前理论上是一种逃避公平承诺的方法,也可能是一种颠覆种族化依赖的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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