Collaborative Research: School Rights -- Law and the Dynamics of Everyday School Life

合作研究：学校权利——法律和日常学校生活的动态

• 批准号: 0648595
• 负责人: Lauren Edelman
• 金额: $ 5.15万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-04-01 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0648595&HistoricalAwards=false
• 关键词: Collaborative; Research; Rights; Law; Dynamics

This study combines survey and ethnographic methods to study the impact of law on the social dynamics of everyday school life. Although there is now a body of literature on the formal laws and court decisions affecting education, there has been almost no sociological research on how law affects the daily lives of students, teachers, and school administrators. In particular, we do not know whether or how laws designed to ensure equality of education for our nation's youth benefit socially disadvantaged students who rely most heavily on schools for access to life-course opportunities. The study focuses on three arenas of legal regulation that are central to schools -- discipline, civil rights (including sexual, racial/ethnic, and religious harassment), and free speech -- to examine: (1) how law matters in the everyday practices within and around schools; (2) how school actors (students, teachers, and administrators) understand and interpret law and rights in schools; and (3) when and how school actors mobilize (or do not mobilize) their legal rights. Surveys of students, teachers, and administrators are being completed in multiple schools across three different states that have varying legal environments: California, New York, and North Carolina. Comparative ethnographies will be completed in six of these schools (two in each state) that differ substantially in terms of the social backgrounds (i.e., household income and ethnicity) of the students enrolled. Ethnographic data collection (including direct observation and in-depth interviews) focuses on how law and other forms of authority are experienced by students, teachers, and administrators in schools. This study provides the first comprehensive analysis of the role of law and rights in schools. It will significantly extend current work, which focuses on the formal law and court decisions, by providing a sociological analysis of how law and rights affect the everyday lives and opportunities of students, teachers, and administrators. It further explores the extent to which the implementation and impact of law varies across schools that serve socially advantaged and socially disadvantaged youth. This work will contribute substantially to work on rights and mobilization in the sociology of law, to work on inequality and educational opportunity in the sociology of education, to work on the interplay between organizations and their socio-legal environments in organizational sociology, and to the development of a nexus linking these bodies of social science research.

本研究结合调查与民族志方法，研究法律对日常学校生活的社会动态的影响。虽然现在有大量文献研究影响教育的正式法律和法院判决，但关于法律如何影响学生、教师和学校管理人员的日常生活的社会学研究几乎没有。特别是，我们不知道旨在确保我国青年教育平等的法律是否或如何使那些最依赖学校获得终身机会的社会弱势学生受益。该研究将重点放在对学校至关重要的三个法律监管领域——纪律、公民权利（包括性、种族/民族和宗教骚扰）和言论自由——以检验：(1)法律在学校内部和周围的日常实践中如何发挥作用；(2)学校行为者（学生、教师和管理人员）如何理解和解释学校的法律和权利；(3)学校演员何时以及如何动员（或不动员）他们的合法权利。在加利福尼亚、纽约和北卡罗来纳这三个法律环境各异的州的多所学校，正在完成对学生、教师和管理人员的调查。比较民族志将在这些学校中的六所（每个州两所）完成，这些学校在入学学生的社会背景（即家庭收入和种族）方面存在很大差异。人种学数据收集（包括直接观察和深度访谈）侧重于学生、教师和学校管理人员如何体验法律和其他形式的权威。这项研究首次全面分析了法律和权利在学校中的作用。它将通过对法律和权利如何影响学生、教师和行政人员的日常生活和机会进行社会学分析，大大扩展目前侧重于正式法律和法院判决的工作。它进一步探讨了法律的实施和影响在为社会优势青年和社会弱势青年服务的学校之间的差异程度。这项工作将大大有助于法律社会学中关于权利和动员的工作，教育社会学中关于不平等和教育机会的工作，组织社会学中关于组织与其社会-法律环境之间相互作用的工作，以及发展这些社会科学研究机构之间的联系。