Securing Social Rights: Subordinate Group Challenges to Educational Policy and the Transformation of Public Education 1880 to 1920

这项研究着眼于进步时代四个州在教育和教育政策方面的冲突，以回答有关弱势群体何时以及如何有效地动员起来影响国家的问题。它借鉴了社会运动、国家、群体冲突和教育改革的现有理论，发展了新的理论来解释从属群体获得对教育的关注的过程，以及向国家施加压力以采用其政策目标的手段。重点关注动员个人和提出群体要求的正式组织，以及提供影响政策机会的地方和国家结构。这项研究是基于对四个州的历史分析，这些州在种族、民族、出生以及组织和国家资源的关键属性上有所不同。这项研究将推进我们对个人的认识，尽管他们在社会中的地位使他们处于不利地位，但当他们成为组织的一部分时，他们可能会产生政治影响。%%%它超越了教育社会学的通常视角，扩展了组织在提供资源、塑造需求和表达群体利益方面的作用。通过对历史细节的关注，它将阐明变革的过程，并阐明制度建立的方式。

This study looks at Progressive-era conflict over education and educational policy in four states to answer questions about when, and how effectively, disadvantaged groups mobilize to influence the state. It draws on existing theories on social movements, the state, group conflict, and educational reform to develop new theories for explain the processes by which subordinate groups acquire concerns about education and the means to pressure the state to adopt their policy objectives. Critical attention is paid to formal organizations that mobilize individuals and present group demands and to the local and state structures that provide opportunities for influencing policy. The study is based on an historical analysis of four states, selected to vary on key attributes of race, ethnicity, and nativity as well as in organizational and state resources. %%% The research will advance our knowledge of how individuals, although disadvantaged because of their position in the community, may be able to have political influence when they become part of organizations. It moves beyond the usual perspective of educational sociology with an expanded theory on the role of organizations in providing resources, shaping demands, and expressing group interests. Through attention to historical detail, it will spell out the processes of change and illuminate the ways in which institutions are built.