Privilege: The Making of an Adolescent Elite at St. Paul's School By Shamus Rahman Khan Princeton University Press. 2011. 232 pages. $29.95 cloth
Privilege: The Making of an Adolescent Elite at St. Paul's School By Shamus Rahman Khan Princeton University Press. 2011. 232 pages. $29.95 cloth
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《特权：圣保罗学校青少年精英的培养》作者：Shamus Rahman Khan 普林斯顿大学出版社。
DOI：
10.1093/sf/sos182
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发表时间：
2012
期刊：
影响因子：
4.8
通讯作者：
R. Zweigenhaft
中科院分区：
文献类型：
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作者：
R. Zweigenhaft
精英寄宿学校被认为是特权的堡垒，政客通常声称代表“人民”，因此许多政客不愿承认他们的寄宿学校背景也许并不奇怪。想想 2000 年、2004 年和 2008 年民主党和共和党总统候选人中的五位候选人。乔治·W·布什 (George W. Bush) 谈论安多佛 (Andover)、阿尔·戈尔 (Al Gore) 谈论圣奥尔本斯 (St. Albans)、约翰·克里 (John Kerry) 谈论圣保罗教堂 (St. Paul’s)、奥巴马 (Obama) 谈论普纳霍 (Punahou) 或约翰·麦凯恩 (John McCain) 谈论圣公会学校 (Episcopal School) 的频率如何？如此多的国家总统（如罗斯福、肯尼迪）和重要的总统竞争者就读于精英寄宿学校并非巧合，因为尽管他们声称相反，但正如有关预科学校的最佳书籍之一的书名所暗示的那样，这些学校是在“为权力做准备”（Cookson and Persel l 1985）。众所周知，精英寄宿学校教育富人和有权势的人的孩子，而且这些学校总是有正如社会学家（圣保罗大学校友）E. Digby Baltzell (1964) 所言，这些学校自 19 世纪末成立以来就必须适应不断变化的时代。当时，它们成为“创建国家上层阶级的重要因素，其价值观和行为模式或多或少是同质的。”(127) 多年来，巴尔泽尔和许多其他学者和非学者剖析了这些学校在社会再生产中发挥的作用。以及他们在过去 50 年中为适应民权运动、妇女运动、日益全球化的经济以及企业和文化对多样性的广泛认可而做出的努力。在它们成立时，一直到 20 世纪，许多学校不接受（或很少接受）天主教徒、犹太人、黑人、妇女或来自贫困或工人阶级家庭的学生。现在他们这样做了，尽管各个学校的数字有所不同，而且学校对于有多少学生属于这些类别（例如，有多少人获得全额奖学金）可能非常谨慎。在这些学校打破性别、种族或民族障碍的学生会定期写下他们的经历，通常以回忆录的形式，例如 Paul Cowan (1967) 的回忆
Elite boarding schools are thought of as bastions of privilege, and politicians typically claim to represent “the people,” so maybe it is not surprising that many politicians are loathe to acknowledge their boarding school backgrounds. Consider the five men who were on the Democratic and Republican Presidential tickets in 2000, 2004 and 2008. How often did George W. Bush talk about Andover, Al Gore talk about St. Albans, John Kerry talk about St. Paul’s, Obama talk about Punahou, or John McCain talk about the Episcopal School? It is no coincidence that so many of the country’s Presidents (eg, FDR, JFK) and serious Presidential contenders went to elite boarding schools, for, despite their claims to the contrary, as the title of one of the best books about prep schools suggests, these schools are about “preparing for power”(Cookson and Persel l 1985).It is no secret that elite boarding schools educate the children of the rich and powerful, and it is no secret that these schools always have had to adjust to changing times since they were established in the late 19th century, when they became, as sociologist (and St. Paul’s alumnus) E. Digby Baltzell (1964) put it,“a vital factor in the creation of a national upper class, with more or less homogeneous values and behavior patterns.”(127) Over the years, Baltzell and many others, academics as well as nonacademics, have dissected the role these schools play in social reproduction and the efforts they made in the past 50 years to adapt to the civil rights movement, the women’s movement, an increasingly global economy, and the widespread corporate and cultural endorsement of diversity. At the time they were founded, and well into the 20th century, many of these schools accepted no (or very few) Catholics, Jews, blacks, women, or students from poor or working class families. Now they do, though the numbers vary from school to school, and the schools can be quite guarded about just how many of their students are in these categories (for example, how many are on full scholarship). Periodically, students who broke gender, racial or ethnic barriers at these schools have written about their experiences, typically in memoir form, such as Paul Cowan’s (1967) recollections of