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: 1036340
• 负责人: Calvin Morrill
• 金额: $ 1.83万
• 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: 2010
• 资助国家: 美国
• 起止时间: 2010-01-10 至 2011-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036340&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.

这项研究结合了调查和人种学方法，以研究法律对日常学校生活的社会动态的影响。尽管现在有关于影响教育的正式法律和法院判决的文献，但几乎没有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。 特别是，我们不知道是否或如何确保为国家青年的教育平等而旨在确保最依赖学校获得生活机会的社会弱势学生。 该研究重点是三个法律法规领域，这些舞台是学校的核心 - 纪律，公民权利（包括性，种族/种族和宗教骚扰）和言论自由，以检查：（1）法律在学校内外的日常习俗中与法律有关； （2）学校演员（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）其合法权利。 在具有不同法律环境的三个不同州的多所学校中，对学生，教师和行政人员进行的调查正在完成：加利福尼亚，纽约和北卡罗来纳州。 比较民族志将在这些学生的社会背景（即家庭收入和种族）上有很大差异的六所学校（在每个州中的两所）中完成。 民族志数据收集（包括直接观察和深入访谈）着重于学校中的学生，教师和管理人员如何经历法律和其他形式的权威。 这项研究提供了对法律和权利在学校中的作用的首次全面分析。 它将通过提供有关法律和权利如何影响学生，教师和管理人员的日常生活和机会的社会学分析，从而大大扩展当前工作，重点关注正式的法律和法院决定。 它进一步探讨了法律的实施和影响的程度，各个学校为社会优势和社会不利的年轻人提供了不同的程度。 这项工作将在法律社会学中为在教育社会学中的不平等和教育机会工作，从事组织与组织社会学中的社会法律环境之间的相互作用以及与这些社会科学研究的Nexus的发展之间的相互作用。