Yancey George Allan
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199735433
- eISBN:
- 9780199866267
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735433.001.0001
- Subject:
- Religion, Religion and Society
This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend ...
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This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend these institutions succeed or fail to graduate from them. Using a national online Internet survey of Protestant campuses, an online survey of students from selected campuses, and two national data sets (National Center for Education Statistics and Princeton Review’s Complete Book of Colleges), research showed what works and what does not work in promoting racial diversity on Protestant campuses. There is quantitative evidence for the efficacy of diversity courses, minority professors, and student-led multicultural organizations but less support for multicultural programs, antiracism programs, and financial aid support in the promotion of racial diversity. The qualitative findings in the book explore why some programs are more successful in promoting racial diversity. These findings can provide guidance for leaders of Protestant institutions of higher education who want to increase racial diversity on their campuses. Since Protestant campuses are less likely to be racially diverse than other campuses, understanding factors that help Protestant campuses overcome their tendency toward racial homogeneity can also help other educational institutions become more racially diverse. The book explores the generalizabilty of its findings to non-Protestant campuses.Less
This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend these institutions succeed or fail to graduate from them. Using a national online Internet survey of Protestant campuses, an online survey of students from selected campuses, and two national data sets (National Center for Education Statistics and Princeton Review’s Complete Book of Colleges), research showed what works and what does not work in promoting racial diversity on Protestant campuses. There is quantitative evidence for the efficacy of diversity courses, minority professors, and student-led multicultural organizations but less support for multicultural programs, antiracism programs, and financial aid support in the promotion of racial diversity. The qualitative findings in the book explore why some programs are more successful in promoting racial diversity. These findings can provide guidance for leaders of Protestant institutions of higher education who want to increase racial diversity on their campuses. Since Protestant campuses are less likely to be racially diverse than other campuses, understanding factors that help Protestant campuses overcome their tendency toward racial homogeneity can also help other educational institutions become more racially diverse. The book explores the generalizabilty of its findings to non-Protestant campuses.
Melanie M. Morey and John J. Piderit
- Published in print:
- 2006
- Published Online:
- May 2006
- ISBN:
- 9780195305517
- eISBN:
- 9780199784813
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305515.003.0012
- Subject:
- Religion, Church History
This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion ...
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This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion is followed by a list of possible programs or strategies Catholic colleges and universities might adopt that challenge one or more forms of the conventional wisdom. In each instance, the source of the conventional wisdom is identified, the distinctively different way of proceeding is outlined, and its efficacy detailed. The suggestions are divided into four groups: academic incentives, student living and activities initiatives, campus ministry initiatives, and administrative and governance initiatives.Less
This chapter begins with a skeptical look at conventional wisdom, suggesting how following its dictates can stifle creative approaches to critical cultural problems in organizations. This discussion is followed by a list of possible programs or strategies Catholic colleges and universities might adopt that challenge one or more forms of the conventional wisdom. In each instance, the source of the conventional wisdom is identified, the distinctively different way of proceeding is outlined, and its efficacy detailed. The suggestions are divided into four groups: academic incentives, student living and activities initiatives, campus ministry initiatives, and administrative and governance initiatives.
Karen W. Tice
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199842780
- eISBN:
- 9780199933440
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199842780.001.0001
- Subject:
- Sociology, Gender and Sexuality
Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but ...
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Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but campus beauty titles and tiaras throughout the twentieth century. The cultural power of beauty pageants continues into the 21st century as campus beauty pageants, especially racial/ethnic pageants and pageants for men, have soared in popularity. Tice asks how, and why, does higher education remain in the beauty and body business and with what effects on student bodies and identities. She explores why students compete in and attend pageants as well as why campus-based etiquette and charm schools are flourishing. Based on archival research and interviews with contemporary campus queens and university sponsors as well as hundreds of hours observing college pageants on predominantly black and white campuses, Tice examines how campus pageant contestants express personal ambitions, desires, and, sometimes, racial/political agendas to resolve the incongruities of performing in evening gowns and bathing suits on stage while seeking their degrees. Tice argues the pageants help to illuminate the shifting iterations of class, race, religion, region, culture, sexuality, and gender braided in campus rituals and student life. Moving beyond a binary of objectification versus empowerment, Tice offers a nuanced analysis of the contradictory politics of higher education, feminism and post-feminism, empowerment, consumerism, race and ethnicity, class mobility, and popular culture on student bodies and cultures, the making of idealized collegiate masculinities and femininities, and the stylization of higher education itself.Less
Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but campus beauty titles and tiaras throughout the twentieth century. The cultural power of beauty pageants continues into the 21st century as campus beauty pageants, especially racial/ethnic pageants and pageants for men, have soared in popularity. Tice asks how, and why, does higher education remain in the beauty and body business and with what effects on student bodies and identities. She explores why students compete in and attend pageants as well as why campus-based etiquette and charm schools are flourishing. Based on archival research and interviews with contemporary campus queens and university sponsors as well as hundreds of hours observing college pageants on predominantly black and white campuses, Tice examines how campus pageant contestants express personal ambitions, desires, and, sometimes, racial/political agendas to resolve the incongruities of performing in evening gowns and bathing suits on stage while seeking their degrees. Tice argues the pageants help to illuminate the shifting iterations of class, race, religion, region, culture, sexuality, and gender braided in campus rituals and student life. Moving beyond a binary of objectification versus empowerment, Tice offers a nuanced analysis of the contradictory politics of higher education, feminism and post-feminism, empowerment, consumerism, race and ethnicity, class mobility, and popular culture on student bodies and cultures, the making of idealized collegiate masculinities and femininities, and the stylization of higher education itself.
Karen W. Tice
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199842780
- eISBN:
- 9780199933440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199842780.003.0003
- Subject:
- Sociology, Gender and Sexuality
This chapter begins with two in-depth case studies of a historically black university and a predominantly white university in the South from the 1920s through the 1980s, to examine generational and ...
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This chapter begins with two in-depth case studies of a historically black university and a predominantly white university in the South from the 1920s through the 1980s, to examine generational and racialized differences in the investment, meanings, and performance of gendered and classed distinction and desirability, the impact of shifting patterns of racial integration and segregation, the policing of student bodies through etiquette and grooming, the proliferation of campus queen contests as hundreds of college women represented their dorms and departments wearing tiaras, and the commercialization and export of collegiate beauty queens to local businesses and festivals. These studies also illuminate the changing contours of campus pageants, including the impact of civil rights organizing, black power student movements, and second wave feminism. A third case study examines the protracted racial turmoil that ensued at Indiana University when African American students repeatedly challenged normative iterations of beauty in student pageant rituals.Less
This chapter begins with two in-depth case studies of a historically black university and a predominantly white university in the South from the 1920s through the 1980s, to examine generational and racialized differences in the investment, meanings, and performance of gendered and classed distinction and desirability, the impact of shifting patterns of racial integration and segregation, the policing of student bodies through etiquette and grooming, the proliferation of campus queen contests as hundreds of college women represented their dorms and departments wearing tiaras, and the commercialization and export of collegiate beauty queens to local businesses and festivals. These studies also illuminate the changing contours of campus pageants, including the impact of civil rights organizing, black power student movements, and second wave feminism. A third case study examines the protracted racial turmoil that ensued at Indiana University when African American students repeatedly challenged normative iterations of beauty in student pageant rituals.
Ogbu Kalu
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195340006
- eISBN:
- 9780199867073
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195340006.003.0004
- Subject:
- Religion, World Religions
This chapter begins with a description of charismatic flares in missionary churches from 1920 to 1960. It then considers the typology of classical Pentecostalism in African from 1901 to 1960, and ...
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This chapter begins with a description of charismatic flares in missionary churches from 1920 to 1960. It then considers the typology of classical Pentecostalism in African from 1901 to 1960, and early Pentecostalism in Southern Africa from 1908 to 1958. It argues that Pentecostalism emerged from an indigenous response of Africans to the missionary message; the missionary input from evangelical ministries such as Scripture Union and Campus Crusade; from the increasing missionary forays of Pentecostals from the holiness tradition and Pentecostal denominations from various countries who utilized the labors of African agents; and from interdenominational parachurches, bolstered by the educational institutions of many American Bible colleges and many evangelical evangelistic outreaches.Less
This chapter begins with a description of charismatic flares in missionary churches from 1920 to 1960. It then considers the typology of classical Pentecostalism in African from 1901 to 1960, and early Pentecostalism in Southern Africa from 1908 to 1958. It argues that Pentecostalism emerged from an indigenous response of Africans to the missionary message; the missionary input from evangelical ministries such as Scripture Union and Campus Crusade; from the increasing missionary forays of Pentecostals from the holiness tradition and Pentecostal denominations from various countries who utilized the labors of African agents; and from interdenominational parachurches, bolstered by the educational institutions of many American Bible colleges and many evangelical evangelistic outreaches.
George Yancey
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199735433
- eISBN:
- 9780199866267
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735433.003.0007
- Subject:
- Religion, Religion and Society
This chapter presents practical advice for faculty and administrators of Protestant colleges and universities who want to generate more racial diversity. It suggests establishing a curriculum that ...
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This chapter presents practical advice for faculty and administrators of Protestant colleges and universities who want to generate more racial diversity. It suggests establishing a curriculum that deals with issues of racial diversity and seeking opportunities to create productive dialogue. Protestant educational institutions must also prepare to deal with professors not committed to addressing issues of diversity, since such professors feed students’ resistance toward such a dialogue. Administrators should also encourage the development of multicultural student organizations that promote interracial dialogue. Although the importance of personal relationships to white students may not easily generalize to non-Protestant campuses, the importance of diversity courses and professors of color probably does.Less
This chapter presents practical advice for faculty and administrators of Protestant colleges and universities who want to generate more racial diversity. It suggests establishing a curriculum that deals with issues of racial diversity and seeking opportunities to create productive dialogue. Protestant educational institutions must also prepare to deal with professors not committed to addressing issues of diversity, since such professors feed students’ resistance toward such a dialogue. Administrators should also encourage the development of multicultural student organizations that promote interracial dialogue. Although the importance of personal relationships to white students may not easily generalize to non-Protestant campuses, the importance of diversity courses and professors of color probably does.
Micere Keels
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9781501746888
- eISBN:
- 9781501746895
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501746888.001.0001
- Subject:
- Education, Higher Education
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed ...
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Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.Less
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.
Steven Brint
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182667
- eISBN:
- 9780691184890
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182667.003.0010
- Subject:
- Education, Higher Education
This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic ...
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This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic of disciplinary advance and education in the disciplines. The second is a market logic that encourages administrators and faculty members to pursue new sources of revenue wherever they can find them, so long as they can be justified on academic grounds. The third is a social inclusion logic that seeks to incorporate members of disadvantaged groups into the campus culture. The chapter shows how the book has been an investigation of the ways that colleges and universities have woven together these competing but ultimately compatible principles: the search for undiscovered knowledge, the pursuit of new market opportunities, and the movement for greater social inclusion.Less
This chapter reviews the argument focusing on accommodation and conflict among three logics of practice influencing the development of contemporary universities. The first is the intellectual logic of disciplinary advance and education in the disciplines. The second is a market logic that encourages administrators and faculty members to pursue new sources of revenue wherever they can find them, so long as they can be justified on academic grounds. The third is a social inclusion logic that seeks to incorporate members of disadvantaged groups into the campus culture. The chapter shows how the book has been an investigation of the ways that colleges and universities have woven together these competing but ultimately compatible principles: the search for undiscovered knowledge, the pursuit of new market opportunities, and the movement for greater social inclusion.
Shabana Mir
- Published in print:
- 2014
- Published Online:
- July 2014
- ISBN:
- 9781469610788
- eISBN:
- 9781469612614
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9781469610801_Mir
- Subject:
- Religion, Religious Studies
This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim ...
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This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim community as well as from the dominant non-Muslim community. It illuminates the processes by which a group of ethnically diverse American college women, all identifying as Muslim and all raised in the United States, construct their identities during one of the most formative times in their lives. The author, an anthropologist of education, focuses on key leisure practices—drinking, dating, and fashion—to probe how Muslim American students adapt to campus life and build social networks that are seamlessly American, Muslim, and youthful. In the book, we hear the women's own often-poignant voices as they articulate how they find spaces within campus culture as well as their Muslim student communities to grow and assert themselves as individuals, women, and Americans. The author concludes, however, that institutions of higher learning continue to have much to learn about fostering religious diversity on campus.Less
This ethnographic study of women on Washington, D.C. college campuses reveals that being a young female Muslim in post-9/11 America means experiencing double scrutiny—scrutiny from the Muslim community as well as from the dominant non-Muslim community. It illuminates the processes by which a group of ethnically diverse American college women, all identifying as Muslim and all raised in the United States, construct their identities during one of the most formative times in their lives. The author, an anthropologist of education, focuses on key leisure practices—drinking, dating, and fashion—to probe how Muslim American students adapt to campus life and build social networks that are seamlessly American, Muslim, and youthful. In the book, we hear the women's own often-poignant voices as they articulate how they find spaces within campus culture as well as their Muslim student communities to grow and assert themselves as individuals, women, and Americans. The author concludes, however, that institutions of higher learning continue to have much to learn about fostering religious diversity on campus.
Michèle Lowrie
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780199545674
- eISBN:
- 9780191719950
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199545674.003.0012
- Subject:
- Classical Studies, Literary Studies: Classical, Early, and Medieval
This is one of two chapters to analyze actual monuments at Rome. Augustus' Res gestae was an inscription erected on pillars outside his Mausoleum on the Campus Martius but also copied and ...
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This is one of two chapters to analyze actual monuments at Rome. Augustus' Res gestae was an inscription erected on pillars outside his Mausoleum on the Campus Martius but also copied and disseminated across the empire. As such, it is a document with a strong affiliation with writing, iteration, and death. Nevertheless, Augustus describes his own power in this document as auctoritas, a word with a strong performative dimension. The performative discourse theory of Pierre Bourdieu, Jacques, Derrida, and Judith Butler helps analyze authority's need for representation and how a productive interrelation between the media helped Augustus articulate his consolidation of power. The exemplum emerges as a figure of thought that brings together ideology, representation, pragmatics, and transmission.Less
This is one of two chapters to analyze actual monuments at Rome. Augustus' Res gestae was an inscription erected on pillars outside his Mausoleum on the Campus Martius but also copied and disseminated across the empire. As such, it is a document with a strong affiliation with writing, iteration, and death. Nevertheless, Augustus describes his own power in this document as auctoritas, a word with a strong performative dimension. The performative discourse theory of Pierre Bourdieu, Jacques, Derrida, and Judith Butler helps analyze authority's need for representation and how a productive interrelation between the media helped Augustus articulate his consolidation of power. The exemplum emerges as a figure of thought that brings together ideology, representation, pragmatics, and transmission.
Larry A. Witham
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195150452
- eISBN:
- 9780199834860
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195150457.003.0013
- Subject:
- Religion, Religion and Society
Legendary public debates over evolution began with Thomas H. Huxley in 1860 and raged through the 1920s and 1970s to the present, featuring debaters such as biologists Kenneth Miller (pro‐evolution) ...
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Legendary public debates over evolution began with Thomas H. Huxley in 1860 and raged through the 1920s and 1970s to the present, featuring debaters such as biologists Kenneth Miller (pro‐evolution) and Duane Gish (pro‐creation). This chapter looks at key figures in this history, strategic arguments, campus debates, radio and television, and the rhetorical approach of “intelligent design.”Less
Legendary public debates over evolution began with Thomas H. Huxley in 1860 and raged through the 1920s and 1970s to the present, featuring debaters such as biologists Kenneth Miller (pro‐evolution) and Duane Gish (pro‐creation). This chapter looks at key figures in this history, strategic arguments, campus debates, radio and television, and the rhetorical approach of “intelligent design.”
Karen W. Tice
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199842780
- eISBN:
- 9780199933440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199842780.003.0001
- Subject:
- Sociology, Gender and Sexuality
This chapter provides an overview on the durability and elasticity of campus pageants over time and their various facelifts. It includes a fieldwork vignette to illustrate the investments made in ...
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This chapter provides an overview on the durability and elasticity of campus pageants over time and their various facelifts. It includes a fieldwork vignette to illustrate the investments made in campus pageantry and gendered performances as well as the divergent agendas of supporters and contestants. As locally-situated expressions of student life and institutional politics, campus pageants channel the tensions of beauty and popular culture and norms for academic distinction. Pageants help to bring to the surface the ways beauty and embodiment infiltrate all aspects of higher education. Since campus beauty pageants rarely lend themselves to one coherent narrative, they help to reveal shifting performative constellations of gendered collegiate excellence as well as socially-located discourses of communal solidarities, class mobility, and cultural education. This chapter introduces the concept of “platforming” to capture the deliberate and ongoing process of self-making and the “doing” of gender, race, and class evident on campus campuses.Less
This chapter provides an overview on the durability and elasticity of campus pageants over time and their various facelifts. It includes a fieldwork vignette to illustrate the investments made in campus pageantry and gendered performances as well as the divergent agendas of supporters and contestants. As locally-situated expressions of student life and institutional politics, campus pageants channel the tensions of beauty and popular culture and norms for academic distinction. Pageants help to bring to the surface the ways beauty and embodiment infiltrate all aspects of higher education. Since campus beauty pageants rarely lend themselves to one coherent narrative, they help to reveal shifting performative constellations of gendered collegiate excellence as well as socially-located discourses of communal solidarities, class mobility, and cultural education. This chapter introduces the concept of “platforming” to capture the deliberate and ongoing process of self-making and the “doing” of gender, race, and class evident on campus campuses.
Karen W. Tice
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199842780
- eISBN:
- 9780199933440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199842780.003.0004
- Subject:
- Sociology, Gender and Sexuality
This chapter explores the contemporary world of campus pageantry across diverse university contexts and examines the discourses of primarily white contestants and organizers as they attempt to ...
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This chapter explores the contemporary world of campus pageantry across diverse university contexts and examines the discourses of primarily white contestants and organizers as they attempt to accommodate and negotiate celebrity, corporeality, and the cerebral. Topics include the staging of pageants, the campus activities of various queens, the legitimations participants give for participating in pageants, and their arguments for why they see pageants as more than a vacuous world of sprays, gels, and silicone artifice. Today’s contestants often rely on post-feminist and “girl-power” discourses of choice and personal empowerment as well as neo-liberal discourses of self-enterprise to assert the academic relevance of beauty competition. This chapter also highlights a recent protracted struggle between feminists and post-feminists about a multi-university beauty pageant covered extensively in the mainstream media. The recent surge of male pageants showcasing racialized masculinities in a venue originally created for the display of women’s bodies is also profiled.Less
This chapter explores the contemporary world of campus pageantry across diverse university contexts and examines the discourses of primarily white contestants and organizers as they attempt to accommodate and negotiate celebrity, corporeality, and the cerebral. Topics include the staging of pageants, the campus activities of various queens, the legitimations participants give for participating in pageants, and their arguments for why they see pageants as more than a vacuous world of sprays, gels, and silicone artifice. Today’s contestants often rely on post-feminist and “girl-power” discourses of choice and personal empowerment as well as neo-liberal discourses of self-enterprise to assert the academic relevance of beauty competition. This chapter also highlights a recent protracted struggle between feminists and post-feminists about a multi-university beauty pageant covered extensively in the mainstream media. The recent surge of male pageants showcasing racialized masculinities in a venue originally created for the display of women’s bodies is also profiled.
Rodney A. Smolla
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814741030
- eISBN:
- 9780814788561
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741030.001.0001
- Subject:
- Law, Constitutional and Administrative Law
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has ...
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American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.Less
American college campuses, where ideas are freely exchanged, contested, and above all uncensored, are historical hotbeds of political and social turmoil. In the past decade alone, the media has carefully tracked the controversy surrounding the speech of Iranian President Mahmoud Ahmadinejad at Columbia, the massacres at Virginia Tech, the dismissal of Harvard's President Lawrence Summers, and the lacrosse team rape case at Duke, among others. No matter what the event, the conflicts that arise on U.S. campuses can be viewed in terms of constitutional principles, which either control or influence outcomes of these events. In turn, constitutional principles are frequently shaped and forged by campus culture, creating a symbiotic relationship in which constitutional values influence the nature of universities, which themselves influence the nature of our constitutional values. This book uses the American university as a lens through which to view the Constitution in action. Drawing on landmark cases and conflicts played out on college campuses, it demonstrates how five key constitutional ideas—the living Constitution, the division between public and private spheres, the distinction between rights and privileges, ordered liberty, and equality—are not only fiercely contested on college campuses, but also dominate the shape and identity of American university life. The book demonstrates that the American college community, like the Constitution, is orderly and hierarchical yet intellectually free and open, a microcosm where these constitutional dichotomies play out with heightened intensity.
Judah Schept
- Published in print:
- 1942
- Published Online:
- May 2016
- ISBN:
- 9781479810710
- eISBN:
- 9781479802821
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479810710.003.0002
- Subject:
- Sociology, Law, Crime and Deviance
Following the short introduction to Part 1, Chapter 1 begins the story of local carceral expansion with an examination of the 85-acre site designated to house the justice campus. The site was the ...
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Following the short introduction to Part 1, Chapter 1 begins the story of local carceral expansion with an examination of the 85-acre site designated to house the justice campus. The site was the former home of the largest color television production plant in the world, owned for decades by the Radio Corporation of America (RCA). RCA was the community’s largest employer at one point but began shifting production to Mexico in the 1960s and ultimately closed the Bloomington plant in 1998. Almost immediately, the county began considering the site for a justice campus. The chapter traces the community’s loss of that plant and subsequent attempt to build the campus as part of broader currents of the neoliberal state, including the geographical movement of capital across scale and space and the rise of the carceral state. As part of this examination, the chapter looks at the municipal growth strategies that created a zone of tax abatements and financing within which the justice campus would have sat. The chapter relies on research from cultural and Marxist geography to discuss the importance of material and symbolic reading of the landscape to consider its telling of history and the way it can be mobilized as an ideological template on which to project a particular vision for the future. The book begins with this history and analysis in order to situate and disturb the "common sense" of carceral expansion.Less
Following the short introduction to Part 1, Chapter 1 begins the story of local carceral expansion with an examination of the 85-acre site designated to house the justice campus. The site was the former home of the largest color television production plant in the world, owned for decades by the Radio Corporation of America (RCA). RCA was the community’s largest employer at one point but began shifting production to Mexico in the 1960s and ultimately closed the Bloomington plant in 1998. Almost immediately, the county began considering the site for a justice campus. The chapter traces the community’s loss of that plant and subsequent attempt to build the campus as part of broader currents of the neoliberal state, including the geographical movement of capital across scale and space and the rise of the carceral state. As part of this examination, the chapter looks at the municipal growth strategies that created a zone of tax abatements and financing within which the justice campus would have sat. The chapter relies on research from cultural and Marxist geography to discuss the importance of material and symbolic reading of the landscape to consider its telling of history and the way it can be mobilized as an ideological template on which to project a particular vision for the future. The book begins with this history and analysis in order to situate and disturb the "common sense" of carceral expansion.
Adrianna Kezar and Jaime Lester
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804776479
- eISBN:
- 9780804781626
- Item type:
- book
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804776479.001.0001
- Subject:
- Business and Management, Organization Studies
This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots ...
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This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue-seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these “bottom up” beacons, the tactics and strategies they use, the obstacles they overcome, and the ways they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.Less
This book explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels—and contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue-seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these “bottom up” beacons, the tactics and strategies they use, the obstacles they overcome, and the ways they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.
Christian Montès
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780226080482
- eISBN:
- 9780226080512
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226080512.003.0010
- Subject:
- History, American History: 19th Century
This chapter concludes the study by addressing the question of the changes in the place of capitals in today’s United States. On the one side, capitals rule the states in an immaterial way, active ...
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This chapter concludes the study by addressing the question of the changes in the place of capitals in today’s United States. On the one side, capitals rule the states in an immaterial way, active memories of the ideal political order set up by the Founding Fathers, largely differing from contemporary economic metropolitan systems. On the other side, they are now following more closely the path of other cities, owing to their advantages in the knowledge economy. However, “capitol campuses” remain often distinct from the rest of capital cities.Less
This chapter concludes the study by addressing the question of the changes in the place of capitals in today’s United States. On the one side, capitals rule the states in an immaterial way, active memories of the ideal political order set up by the Founding Fathers, largely differing from contemporary economic metropolitan systems. On the other side, they are now following more closely the path of other cities, owing to their advantages in the knowledge economy. However, “capitol campuses” remain often distinct from the rest of capital cities.
Deborah Gray White (ed.)
- Published in print:
- 2008
- Published Online:
- July 2014
- ISBN:
- 9780807832011
- eISBN:
- 9781469604763
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889121_white
- Subject:
- History, African-American History
The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, ...
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The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, this book compiles seventeen personal narratives by leading black women historians at various stages in their careers. The authors of these narratives illuminate how—first as graduate students and then as professional historians—they entered and navigated the realm of higher education, a world concerned with and dominated by whites and men. In distinct voices and from different vantage points, the personal histories revealed here also tell the story of the struggle to establish a new scholarly field. Black women, alleged by affirmative-action supporters and opponents to be “twofers,” recount how they have confronted racism, sexism, and homophobia on college campuses. They explore how the personal and the political intersect in historical research and writing, and in the academy. By comparing the experiences of older and younger generations, the book makes visible the benefits and drawbacks of the institutionalization of African American and African American women's history.Less
The field of black women's history gained recognition as a legitimate field of study only late in the twentieth century. Collecting stories that are both deeply personal and powerfully political, this book compiles seventeen personal narratives by leading black women historians at various stages in their careers. The authors of these narratives illuminate how—first as graduate students and then as professional historians—they entered and navigated the realm of higher education, a world concerned with and dominated by whites and men. In distinct voices and from different vantage points, the personal histories revealed here also tell the story of the struggle to establish a new scholarly field. Black women, alleged by affirmative-action supporters and opponents to be “twofers,” recount how they have confronted racism, sexism, and homophobia on college campuses. They explore how the personal and the political intersect in historical research and writing, and in the academy. By comparing the experiences of older and younger generations, the book makes visible the benefits and drawbacks of the institutionalization of African American and African American women's history.
Carly Offidani-Bertrand
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9781501746888
- eISBN:
- 9781501746895
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501746888.003.0007
- Subject:
- Education, Higher Education
This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic ...
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This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.Less
This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.
Hilary Tackie and Elan Hope
- Published in print:
- 2020
- Published Online:
- May 2020
- ISBN:
- 9781501746888
- eISBN:
- 9781501746895
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501746888.003.0009
- Subject:
- Education, Higher Education
This chapter takes up the issue of how and where commuter students, students who do not have access to peer support through living on campus, locate their sense of campus belonging. When students ...
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This chapter takes up the issue of how and where commuter students, students who do not have access to peer support through living on campus, locate their sense of campus belonging. When students lack a “place” on campus, they are more likely to adopt a functional (“I go to school”) identity rather than an all-encompassing (“I am a student”) identity. After all, the challenge of commuting is often much more than the physical distance between home and school. The chapter shows how this commuter status is both an identification and an identity. This is seen through the experiences of students who range in their ability to successfully transition as commuting students—from experiencing their residential status as simply a factor of their reality to experiencing it as the central obstacle to fully becoming a college student.Less
This chapter takes up the issue of how and where commuter students, students who do not have access to peer support through living on campus, locate their sense of campus belonging. When students lack a “place” on campus, they are more likely to adopt a functional (“I go to school”) identity rather than an all-encompassing (“I am a student”) identity. After all, the challenge of commuting is often much more than the physical distance between home and school. The chapter shows how this commuter status is both an identification and an identity. This is seen through the experiences of students who range in their ability to successfully transition as commuting students—from experiencing their residential status as simply a factor of their reality to experiencing it as the central obstacle to fully becoming a college student.
