Social movements as schooling for careers: career consequences of the Nashville civil rights movement
Social movements as schooling for careers: career consequences of the Nashville civil rights movement
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社会运动作为职业教育：纳什维尔民权运动的职业后果
作者：
Jonathan S. Coley;D. Cornfield;Larry W. Isaac;D. Dickerson
关于社会运动学校的学术研究表明，运动往往促进其参与者的学业，而关于社会运动的传记后果的学术研究表明，运动影响其参与者随后的职业生涯。然而，到目前为止，很少有研究考虑社会运动的学校教育功能是否以及如何影响参与者后来的职业生涯。本文通过对1958-1961年纳什维尔民权运动23名学生职业生涯的定性比较分析(QCA)，我们发现，参加詹姆斯·劳森的非暴力研讨会并担任该运动学生中央委员会核心干部的参与者在组织和选举政治方面追求职业生涯。相比之下，没有参加劳森研讨会的参与者以及不是学生中央委员会核心干部的参与者倾向于从事社会服务工作者或商人的职业生涯。本文扩展了我们对社会运动学派的影响的认识，并为未来社会运动的传记后果的研究提出了方向。
ABSTRACT Scholarship on social movement schools shows that movements often facilitate the schooling of their participants, while scholarship on the biographical consequences of social movements demonstrates that movements influence their participants’ subsequent careers. To date, however, few studies consider whether and how the schooling functions of social movements shape participants’ later careers. In this article, through a qualitative comparative analysis (QCA) of the careers of 23 student participants in the Nashville civil rights movement of 1958–1961, we show that participants who enrolled in James Lawson’s workshops in nonviolence and who served in the core cadre of the movement’s Student Central Committee – two important forms of social movement schooling – pursued careers in organizing and electoral politics. In contrast, participants who did not enroll in Lawson’s workshops and who were not part of the core cadre of the Student Central Committee tended to pursue careers as social service workers or businesspeople. The article extends our knowledge of the impacts of social movement schools and suggests directions for future research on the biographical consequences of social movements.