Social and Behavioral Sciences Commons^™

Stigmatization And Racial Selection After September 11, 2001, Patrick Leon Mason, Andrew Matella

Patrick L. Mason

During the 2000s Arab and Islamic American racial identity selection was subjected to an exogenous racializing event, viz., public and private reaction to the Al Qaeda attacks of September 11, 2001. The Al Qaeda attacks clearly demarcate a period in which there was a structural increase in the intensity of US stigmatization of persons with Islamic religious affiliation and Arab ethnicity. This stigmatization created an exogenous reduction in the expected payoff to acculturation relative to non-acculturation. This paper uses self-identification as white as its measure of acculturation and the fraction of all hate crimes directed at Muslims as its measure …

We Teach As We Are Taught: Exploring The Potential For Emotional Climate To Enhance Elementary Science Preservice Teacher Education, Stacy Olitsky

Stacy Olitsky

Bellocchi, Ritchie, Tobin, Sandhu and Sandhu’s (2013) study highlights the crucial role that emotions play in learning at the university level in a preservice secondary science teacher education class. They examine the classroom structures that tended to lead to both a positive valence and a high level of intensity of the emotional climate (EC). This article explores the implications of their study for better understanding how to foster a positive classroom emotional climate for elementary level preservice teachers, given the specifics of elementary school environments. Drawing on theories of interactional solidarity. I explore the implications of EC for increasing pre-service …

Cultural Assimilation: The Political Economy Of Psychology As An Evolutionary Game Theoretic Dynamic, Atin Basu Choudhary, Dave Cotting

Atin Basu Choudhary

In this paper, we model the interaction between idiocentric and allocentric immigrants in two settings – in a society that is predominantly collectivist and in a society that is predominantly individualist. Immigrants, either allocentric or idiocentric, can also be entity theorists (fixed mindset) or incremental theorists (growth mindset). We use evolutionary game theory to model how the host country cultural environment places selective pressure on the cultures of immigrant populations. This has implications for how well immigrants assimilate into their host country. Our results show: (a) depending on the initial ratio of allocentric and idiocentric immigrants, assimilation is either complete …

Understanding Engagement In Science Education: The Psychological And The Social, Stacy Olitsky, Catherine Milne

Stacy Olitsky

Traditionally, engagement as a feature of student action has been the purview of psychologists seeking to identify the individual variables that come together to constitute student engagement. Recognition of the complexity of the concept has led to multidimensional models that include behavioral, emotional, and cognitive engagement. Data for these studies typically are culled from surveys of individual students. However, such approaches have two limitations – there is no place for examining collective engagement and the role of classroom interactions for engendering engagement is not sufficiently emphasized. In this chapter, we explore sociological approaches that can offer the possibility for developing …

Towards An Impure, Dynamic Concept Of Identity?, Rafael Rodríguez Prieto

Rafael Rodríguez Prieto

We live in homogenizing times, in an increasingly globalized world; at the same time, we are witnessing an era of ferocious particularities and rabid individualism. Both trends—rooted in essentialisms of identity—deny entire populations the opportunity to emancipate themselves and participate in self-government. Universalizing (or imposing a specific hierarchy of values and ideas on others) is as dangerous as refusing to recognize the role other values and ideas play in shaping one’s own value set. This paper will take a closer look at the notion of identity through the looking glass of globalization.

Book Review Of "Culture, Curriculum, And Identity In Education" By H. Richard Milner (Ed.) (2010), New York, Palgrave Mcmilla., Edward Shizha

Edward Shizha

Identity involves different facets of human self-definition and is unequivocally a vital element of individuals’ lives, especially in diverse societies. Culture and identity are intertwined. In education, culture in the curriculum plays a vital component in students’ identity formations. Supportive school environments provide socially, culturally and linguistically appropriate curricula that legitimize identity formations. Teachers and the curricula they teach are sources of identity formation. Every classroom encounter is largely dictated by the teacher’s role and the perception the teacher has of the students.

Coherence, Contradiction And The Development Of School Science Identities, Stacy Olitsky, Linda Loman, Jessica Gardner, Markita Billups

Stacy Olitsky

This ethnographic study took place in a diverse eighth grade science classroom in an urban magnet school where students demonstrate significant variation in classroom achievement and participation. In this paper, we use an activity-theoretical framework to examine classroom events in order to identify and work toward reducing contradictions that can interfere with students developing positive school science identities. We discuss several contradictions for students in this classroom, including the conflicts between social and academic goals and the inconsistencies between science and math classes. We found that in situations where students could build and use social capital through learning science, they …

The Akp And The “Alevi Opening”: Understanding The Dynamics Of The Rapprochement, Talha Kose

Talha Kose

"The AKP government has undertaken a series of steps to understand and respond to Alevi identity-based claims. Popularly known as the “Alevi opening” process, the initiative is the first systematic effort to deal with the identity-based discontents of the Alevis. This step is also part of the broader policy of “democratic opening,” which intends to address the burning problems of various identity groups (the Kurds, Alevis, religious minorities and the Roma people) in Turkey. This study provides an analytic background for understanding the governing AKP’s “Alevi opening”, which was launched in the summer of 2007. More specifically, the issues that …

Crime And Precaution, Allen Gnanam

Allen Gnanam

Precautionary logic and risk assessments can be associated with counter terrorism, criminal profiling, and the management of high risk individuals/ groups. Overall, risk precautionary logic and risk assessments can be framed using the Ban-opticon concept identified by Bigo, though panopitic elements do exist when discussing concepts of surveillance. The Ban opticon framework has 3 major concepts: (a) Criminal profiling, (b) the management of movement and (c) exceptionalism.

Both precautionary logic and risk assessments are associated with the profiling of harms and threats, the management of individual or group movement, and both are used to provide qualitative and quantitative rationale for …

Facilitating Identity Formation, Group Membership, And Learning In Science Classrooms: What Can Be Learned From Out Of Field Teaching In An Urban School, Stacy Olitsky

Stacy Olitsky

This paper explores both the obstacles and the possibilities for students developing identities associated with science by engaging in solidarity-building classroom interactions. Data come from ethnographic research conducted in a diverse eighth-grade urban magnet school classroom in which the teacher taught out of field for part of the year. Contrary to expectations, more students participated and reported enjoying science when the teacher was out of field. Analysis of classroom interactions indicated that while in field, the teacher primarily engaged in “front stage” performances that hid her struggles with the material and accentuated students’ views of science as an elite status …

Promoting Student Engagement In Science: Interaction Rituals And The Pursuit Of A Community Of Practice, Stacy Olitsky

Stacy Olitsky

This study explores the relationship between interaction rituals, student engagement with science, and learning environments modeled on communities of practice based on an ethnographic study of an eighth grade urban magnet school classroom. It compares three interactional events in order to examine the classroom conditions and teacher practices that can foster successful interaction rituals (IRs), which are characterized by high levels of emotional energy, feelings of group membership, and sustained interest in the subject. Classroom conditions surrounding the emergence of successful IRs included mutual focus, familiar symbols and activity structures, the permissibility of some side-talk, and opportunities for physical and …

Identity, Interaction Ritual, And Students' Strategic Use Of Science Language, Stacy Olitsky

Stacy Olitsky

An important part of learning science is formulating ideas, debating explanations, and talking about science with others. Yet students may still avoid “talking science” in class even if they are familiar with the content knowledge. Drawing on data from an ethnographic study of an eighth-grade urban science classroom, I argue that students’ expressions of knowledge in science class can be considered a strategic move, or a choice, aimed at supporting identity claims and increasing the likelihood of engaging in successful interaction rituals characterized by entrainment and solidarity. The results of this study suggest that a student’s knowledge of the subject …