Categorization by Organizations: Manipulation of Disability Categories in a Racially Desegregated School District

The authors propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high-status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high-status majority-white disability category. The district complied, but it also allowed whites to migrate to a low-status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high-status categories, but these categories suffer in value as dominant groups reaffiliate with previously low-status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism

Categorization by Organization: Manipulation of Disability Categories in a Racially Desegregated School District

We propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high status majority-white disability category. The district complied, but it also allowed whites to migrate to a low status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high status categories, but these categories suffer in value as dominant groups reaffiliate with previously low status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism.Division of Social and Economic Sciences of the National Science Foundation under Grant Number 1154843

The Decision-Makers: The Power Structure of Dallas

In every community there are persons who run things, who make decisions and take action in the citizens\u27 behalf. Who are they? How do they operate? Who spots the problems and decides which will be faced and which ignored? Who diagnoses and prescribes a solution? Elected officials? The bosses of business? of labor? Individuals or groups? Organizations or private cliques? And by what open or hidden processes are decisions reached

Inspiring and Aspiring Educators: An Intersection of Historic and Current Education Landscapes

The book Inspiring and Aspiring Educators: An Intersection of Historic and Current Education Landscapes is a collection of graduate student writings from the 2021 summer Education Doctorate Residency at Winona State University.https://openriver.winona.edu/educationeddbooks/1002/thumbnail.jp

The Southeastern Librarian v 67 no 3 (Fall 2019)

Full issue of The Southeastern Librarian v 67 no 3 (Fall 2019)

Hope College Abstracts: 16th Annual Celebration of Undergraduate Research and Creative Performance

The 16th Annual Celebration of Undergraduate Research and Creative Performance was held on April 21, 2017 in the Richard and Helen DeVos Fieldhouse at Hope College and featured student-faculty collaborative research projects. This program is a record reflective of those projects between the 2016-2017 academic year

The Highest Type of Disloyalty : The Struggle for Americanism in Louisiana During the Age of Communist Ascendency, 1930s-1960s

This thesis seeks to show the pattern of red-baiting used in the United States to counter various forms of subversive social change. The paper illustrates how the issue of anti-communism was used as a political tool on the national level, and this tactic would trickle down to the state and local level, specifically into the public school systems. Focusing on Orleans Parish public schools, the narrative of red-baiting and anti-communist rhetoric is brought to life through the trials of Fortier High School. This study will chronicle how teachers became the tools of nation-building through state-sponsored Americanism programs. Students of Fortier and other high schools in the region were taught that to be American means specifically not to be Communist. This then is a contribution to the continuity of the politics of anti-communism in the United States from the New Deal to the Cold War eras

Edgar Joseph Edmunds (1851 – 1887), Mathematics Teacher at the Center of New Orleans’ Post-Civil War Fight Over School Integration

This dissertation is a historical study of a nineteenth-century teacher of mathematics of African descent, Edgar Joseph Edmunds (“E. J. Edmunds”). The study traces the life and career of Edmunds, which spanned a period of social upheaval in the South – from the pre-Civil War era, through Reconstruction, and into the Jim Crow era of segregation. Edmunds’ career as a teacher of mathematics was, in some sense, unremarkable. He did not produce original mathematics and never held a position in a prestigious college or university. Edmunds is significant, however, in two respects. Edmunds was among the few known nineteenth-century American mathematical personages of African descent who, in spite of the legal restrictions and social obstacles endured by people of color, managed to achieve the highest level of mathematical education available at the time. As such, Edmunds serves as a historical example of both the hardships and the fleeting opportunities in nineteenth-century African-American communities. Edmunds’ life is instructive also because it intersected with institutions and events that are significant to the history of mathematics education and to the history of education generally. Edmunds tested into and attended the École Polytechnique in Paris, the vanguard of mathematics education at the time and the subject of much research in the history of mathematics education. When Edmunds returned to New Orleans to teach, he became the central figure in the city’s fight over racial integration in schools. By examining Edmunds’ life as a thread that connects institutions, events, and communities, we see these subjects from a different perspective and gain new insight. This study collects and analyzes documents from various government and archival sources to understand the facts and circumstances of Edmunds’ unusual life, but also to view the mathematics education of various nineteenth-century communities (French and American, black and white) though the lens of a man whose educational and career path took him though all of them