Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
184
result(s) for
"Croll, Paul"
Sort by:
An Empirical Assessment of Whiteness Theory: Hidden from How Many?
This paper employs data from a recent national survey to offer an empirical assessment of core theoretical tenets of whiteness studies. Using survey items developed explicitly for this purpose, we analyze three specific propositions relating to whites' awareness and conception of their own racial status: the invisibility of white identity; the understanding (or lack thereof) of racial privileges; and adherence to individualistic, color-blind ideals. Consistent with whiteness theories, we find that white Americans are less aware of privilege than individuals from racial minority groups and consistently adopt color-blind, individualist ideologies. However, we also find that whites are both more connected to white identity and culture as well as more aware of the advantages of their race than many theoretical discussions suggest. We then combine these results to estimate that 15 percent of white Americans exhibit what we call \"categorical whiteness,\" a consistent and uniform adherence to the theoretical tenets that are the focus of this body of theory. We conclude by suggesting that these findings provide the basis for a more nuanced, contextualized understanding of whiteness as a social phenomenon.
Journal Article
Colorblindness as Identity
Colorblindness is often conceptualized as a set of deeply held but unrecognized ideological tenets. However, we believe that colorblindness has also now become an explicit cultural discourse involving self-conscious claims and specific convictions. To illustrate this point—which has both conceptual and empirical implications—we introduce the notion of colorblindness as identity. We define this concept as subjectively meaningful, self-asserted identification with colorblindness. We use data from a nationally representative survey to explore the social determinants of colorblind identification and assess its relationship to both colorblind ideologies and standard attitudinal measures. We find that a relatively large percentage of Americans across racial lines identify as colorblind. Furthermore, such identification is connected to racial ideologies but not all tenets of colorblind racism. For white Americans, colorblind identification is associated with decreased perceptions of social distance, but not support for policies designed to ameliorate the effects of racial discrimination. We conclude that colorblind identification is a unique social phenomenon, connected to views on race but not always in the ways that existing research would predict. We also suggest directions for further exploration of the depth of colorblindness as an identity form and implications for theorizing colorblind discourse more generally.
Journal Article
Modeling Determinants of White Racial Identity: Results from a New National Survey
White racial identity is central to whiteness studies. In order to further explore this key concept, this research uses new national survey data to model determinants of white racial identity. This article analyzes how prejudice, views on diversity and beliefs about America impact the importance of racial identity for whites. The data I use come from the American Mosaic Project Survey, a nationally representative, telephone survey (N = 2,081). This research adds to previous work in whiteness studies by using national survey data to measure and analyze white racial identity. This research also makes an important methodological contribution to race relations research by bringing concepts from whiteness directly into the arena of large-scale survey research. Finally, I discuss the duality of white racial identity in terms of its defensive and progressive components and the implications of this duality for future research.
Journal Article
Participation In Higher Education: Aspirations, Attainment And Social Background
The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participation. The results show that differences in school-level attainment associated with social background are by far the most important explanation for social background differences in university attendance. However, there remains a small proportion of the participation gap that is not accounted for by attainment. It is also the case that early intentions for higher education participation are highly predictive of actual participation. The results suggest that although there may be some scope for universities to act to improve participation by people from less advantaged backgrounds, a much more important focus of action is on improving the school-level achievement of these students.
Journal Article
EDUCATIONAL PARTICIPATION POST-16: A LONGITUDINAL ANALYSIS OF INTENTIONS AND OUTCOMES
The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The results show that most children can express intentions with regard to future participation very early in their secondary school careers and that these intentions are good predictors of actual behaviour five years later. Intentions to stay on are more consistent than intentions to leave and most children who finally leave at 16 have at some point said they want to remain in education post-16. The strongest association with participation levels is attainment at GCSE. However, there are also influences of gender and parental background and these remain, even after attainment is held constant. The results show the value of focusing on intentions for participation at a very early stage of children's school careers and also the importance of current attempts to reform curriculum and assessment for the 14-19 age group.
Journal Article
Race and Ethnicity
Race and Ethnicity: The Basics is an accessible introduction to the forms and dynamics of racial and ethnic relations. Topics covered include the relationship between: race and ethnicity prejudice and discrimination inequality, class and gender, and ethnic conflict. Including plenty of examples, chapter summaries and a glossary, this book is an essential read for all those interested in race and ethnicity.
eBook
Children's Lives, Children's Futures
In many Western societies there is concern that children from less advantaged social backgrounds have limited aspirations, and are disproportionately unlikely to go to university. Children's Lives, Children's Futures explores how children in their first year of secondary school feel about school, its place in their lives and its role in their futures. The authors use child voice to look at the ways in which children are active constructors of their lives, and the implications this has for the alignment between education and ambition.The authors explore the nature of children's engagement with education, the choices and constraints they experience and the reasons some young people fail to take advantage of educational opportunities.
eBook
THE STRUCTURE AND IMPLICATIONS OF CHILDREN'S ATTITUDES TO SCHOOL
The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.
Journal Article