Elite Visions: Privileged Perceptions of Self and Others

Autor/in	Howard, Adam
Titel	Elite Visions: Privileged Perceptions of Self and Others
Quelle	In: Teachers College Record, 112 (2010) 8, S.1971-1992 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Ethnography; Self Concept; Private Schools; High School Students; Low Income; Interpersonal Relationship; Social Class; Student Characteristics; Socioeconomic Status; Student Attitudes; World Views; Values; Advantaged; Social Status; Disadvantaged; Cognitive Processes; Differences; Socioeconomic Background; Social Attitudes + Suchen Sie Ihr Suchwort? Ethnografie; Selbstkonzept; Private school; Privatschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niedriglohn; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social classes; Soziale Klasse; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; World view; Weltanschauung; Wertbegriff; Sozialer Status; Cognitive process; Kognitiver Prozess; Unterscheiden; Sozioökonomische Lage; Social attidude; Soziale Einstellung
Abstract	Background/Context: To date, there has been little attention given to how privilege is produced and enacted. Privilege has been mainly conceptualized as the advantages that one group has over another. Purpose/Objective/Research Question/Focus of Study: In this article, the author seeks to move beyond current conceptions of privilege to explore the relationship between advantages and identity formation and to examine the ways in which students with schooling and life advantages actively construct privilege as a dimension or aspect of their identity. Research Design: To explore this connection between advantages and identity, the author examines the understandings of two affluent students attending an elite private high school about the differences in educational experiences between low-income and affluent students. These two students were part of a larger ethnographic study of the lessons that students at elite schools are taught about their place in the world, their relationships with others, and who they are. Findings/Results: The students' understandings reveal their use of particular ideological operations and modes to justify their own advantages in life and schooling, construct between-class divisions, establish within-class solidarity, and rationalize the disadvantages of Others. The author argues that these particular ideological operations and modes are not simply methods or competencies that affluent students know how to use but also formative elements of their respective identities. Conclusions/Recommendations: This analysis illustrates the way that these students construct their own privilege not, fundamentally, as what they have, but rather, as who they are. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10