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

本研究结合调查和民族志的方法来研究法律对日常学校生活的社会动态的影响。虽然现在有一个正式的法律和法院判决影响教育的文献机构，几乎没有社会学研究法律如何影响学生，教师和学校管理人员的日常生活。 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社会处境不利的学生受益，这些学生最严重地依赖学校获得终身学习的机会。 这项研究集中在对学校至关重要的三个法律的监管领域--纪律、公民权利（包括性骚扰、种族/民族骚扰和宗教骚扰）和言论自由-研究：（1）法律如何在学校内部和周围的日常实践中发挥作用;（2）学校行为者如何在学校内部和周围的日常实践中发挥作用;（3）学校行为者如何在学校内部和周围的日常实践中发挥作用;（4）学校行为者如何在学校内部和周围的日常实践中发挥作用。（学生、教师和管理人员）理解和解释学校的法律和权利;（3）学校行为者何时以及如何调动（或不调动）他们的法律的权利。 对学生、教师和管理人员的调查正在三个不同州的多所学校完成，这三个州有不同的法律的环境：加州、纽约和北卡罗来纳州。 比较民族志将在这些学校中的六所（每个州两所）完成，这些学校在社会背景方面存在很大差异（即，家庭收入和种族）。 人种学数据收集（包括直接观察和深入访谈）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。 它将大大扩展目前的工作，重点是正式的法律和法院判决，通过提供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。 报告进一步探讨了为社会弱势青年和社会弱势青年服务的学校之间法律的实施和影响的差异程度。 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的相互作用的工作，以及发展联系这些社会科学研究机构的纽带。

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.