“They Give Teachers a Hard Time”: Symbolic Violence and Intersections of Race and Class in Interpretations of Teacher-student Relations.
A number of studies identify racial and class differences in disciplinary actions and teacher-student interactions; however, scholars place less emphasis on how race and class intersect to shape classifications of teacher-student relations. Using findings from an ethnographic study in a high school...
| Publicado en: | Sociological Perspectives Vol. 61; no. 2; pp. 257 - 276 |
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| Formato: | Artículo |
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Sage Publications Inc.
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=128656802&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 128656802 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07311214 SPP jtl: Sociological Perspectives issn: 07311214 maglogo: Y pubinfo: dt: Apr2018 vid: 61 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 128656802 10.1177/0731121418756044 ppf: 257 ppct: 19 formats: tig: atl: “They Give Teachers a Hard Time”: Symbolic Violence and Intersections of Race and Class in Interpretations of Teacher-student Relations. aug: au: Gast, Melanie Jones affil: University of Louisville, Louisville, KY, USA su: United States Teacher-student relationships Race discrimination in education Class differences African American students Middle class Education sug: subj: Teacher-student relationships Race discrimination in education Class differences African American students Middle class Education United States Educational Support Services All Other Miscellaneous Schools and Instruction Administration of Education Programs keyword: misrecognition race and class symbolic violence teacher-student relations misrecognition race and class symbolic violence teacher-student relations ab: A number of studies identify racial and class differences in disciplinary actions and teacher-student interactions; however, scholars place less emphasis on how race and class intersect to shape classifications of teacher-student relations. Using findings from an ethnographic study in a high school with significant racial and class stratification, I examine how teachers and black students of varying social-class backgrounds describe teacher-student relations and academic disparities. I show how middle-class and some working-class Honors black students shared their teachers’ discourse about urban poor disengagement and “black” misbehavior with teachers. Meanwhile, working-class (primarily non-Honors) black students called out teacher mistreatment in light of experiencing punitive relations and problems with teachers. Some of their peers and teachers interpreted such calls of racism as “making excuses” for disengagement. Using Bourdieu’s concepts of symbolic violence and misrecognition, I demonstrate the power of language about black student-teacher relations as school actors routinely legitimate race-class stereotypes in a diverse school. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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