Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 5 of 5
Full-Text Articles in Education
A Culture Of Aggression: School Culture And The Normalization Of Aggression In Two Elementary Schools, Brent D. Harger
A Culture Of Aggression: School Culture And The Normalization Of Aggression In Two Elementary Schools, Brent D. Harger
Sociology Faculty Publications
Since the late 1990s, increased public and academic attention has been focused on topics related to bullying and peer aggression in schools, yet these behaviors have proven difficult for schools to address. Using data from an ethnographic study of two rural elementary schools in the Midwestern United States, I make both methodological and theoretical contributions to the literature on this topic. Methodologically, I show that examining ‘minor’ aggressive behaviors in schools reveals the way that more serious issues are also normalized. Theoretically, I show that students and adults actively construct shared understandings in these schools regarding the normalization of aggression, …
On The Margins Of Friendship: Aggression In An Elementary School Peer Group, Brent D. Harger
On The Margins Of Friendship: Aggression In An Elementary School Peer Group, Brent D. Harger
Sociology Faculty Publications
This article uses qualitative data from a larger study of two elementary schools in a rural city of about 15,000 people in the Midwestern United States. Here, I focus on a single peer group and those who are on its margins to provide insight into the intersection of friendship, aggression, and masculinity. In doing so, I address the lack of research examining how aggression functions within peer groups and why those who are victimized choose to remain in these groups.
To Tell Or Not To Tell: Student Responses To Negative Behavior In Elementary School, Brent D. Harger
To Tell Or Not To Tell: Student Responses To Negative Behavior In Elementary School, Brent D. Harger
Sociology Faculty Publications
In this article I examine the factors that influence fifth grade student decisions regarding whether or not to report negative interactions to adults. Data from observations and interviews with students and adults show that there are many factors influencing the reluctance to tell on others. Among them is a school context in which verbal attacks are downplayed and telling is seen as ineffective and stigmatized. This context prevents bystanders from reporting what they have observed and places those with a lack of social support at a significant disadvantage when dealing with negative behavior.
Race, Gender, And Research: Implications For Teaching From Depictions Of Professors In Popular Film, 1985-2005, Mari Dagaz, Brent D. Harger
Race, Gender, And Research: Implications For Teaching From Depictions Of Professors In Popular Film, 1985-2005, Mari Dagaz, Brent D. Harger
Sociology Faculty Publications
When students enter college classrooms for the first time they inevitably have preconceived images of professors. According to research on student evaluations of teaching, these preconceptions have important implications in college classrooms. This study explores one avenue through which these preconceptions are perpetuated – popular film. Using content analysis we examine popular films released between 1985 and 2005 that contain professors in either primary or secondary roles. Our findings show stereotypical depictions beyond glasses, bow ties, and tweed jackets. Specifically, we find stereotypical images of race and gender as well as an emphasis on the importance of research, sometimes at …
Using 'The Autobiography Of Malcolm X' To Teach Introductory Sociology, Brent D. Harger, Tim Hallett
Using 'The Autobiography Of Malcolm X' To Teach Introductory Sociology, Brent D. Harger, Tim Hallett
Sociology Faculty Publications
In this chapter, we make the case for using The Autobiography of Malcolm X to teach introductory sociology classes. While The Autobiography of Malcolm X is an autobiography and not a novel, we summarize the literature on using novels in sociology and compare this literature to our own experiences using autobiographies in the classroom. We then describe how autobiographies are particularly helpful for introducing students to the concept of the ‘‘sociological imagination’’ before highlighting this with an in-class exercise. Finally, we discuss student feedback and some of the drawbacks to using autobiographies and the extent to which these drawbacks can …