A Field Study of Culture Contact and Desegregation in an Urban High School.

Autor/inn/en	Ianni, Francis J.; und weitere
Institution	Columbia Univ., New York, NY. Horace Mann - Lincoln Inst. for School Experimentation.
Titel	A Field Study of Culture Contact and Desegregation in an Urban High School.
Quelle	(1978), (424 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Board of Education Policy; Case Studies; Cultural Influences; Culture Contact; Ethnicity; High School Students; High Schools; Interaction Process Analysis; Minority Groups; Racial Integration; Residential Patterns; Social Influences; Social Status; Social Structure; Student Behavior; Student School Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Ethnizität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prozessanalyse; Ethnische Minderheit; Rassenintegration; Wohnsituation; Sozialer Einfluss; Sozialer Status; Sozialstruktur; Student behaviour; Schülerverhalten; Schüler-Lehrer-Beziehung
Abstract	This report documents an ethnographic study of desegregation in an inner city, polyethnic high school. The study focuses on the relationship between culture contact and the social organization of the school, employing three levels of analysis: the structural level, the level of role behavior, and the level of the individual social actor. A combination of event and network analysis is presented in the form of data, gathered by five field workers over a two year period, relating to patterns of interaction. In addition, the context of schooling is looked at in terms of the community and external bureaucracy (board of education, State and Federal government agencies) to assess how they interacted with and attempted to influence the way in which the school was run. Empirical findings concerning the effect of culture contact on the social organization of the school indicate that students' friendship networks were governed by: (1) neighborhood of residence; (2) ethnicity; (3) social class; (4) status in the school organization; (5) special interests and instrumental transactions. A model of the high school's structural functions and processes of social action is also elaborated. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC