Healing the Hidden Injuries of Class? Redemption Narratives,Aspirational Proxies,and Parents of Low‐Income,First‐Generation College Students

Existing scholarship has examined how low‐income individuals conceptualize their socioeconomically constrained positions in relation to the meritocratic ideologies and stratified mobility structures of the United States, but little is specifically known about how these individuals' ideas regarding their own status may be impacted by raising children who surpass their educational and occupational achievement levels. Drawing on interview data from both low‐income first‐generation (LIFG) college students and the parents of those students, this article examines how parents framed the achievements of their upwardly mobile, college‐going children in relation to their own experiences of socioeconomic, educational, and occupational constraint. Engaging qualitative understandings of the “hidden injuries of class,” the analysis demonstrates how parents of LIFG college students reconciled their own experiences of limited mobility despite hard work with their steadfast beliefs in meritocratic ideals by (1) invoking narratives of personal “redemption” from past “mistakes” or “failures” in relation to their children's educational accomplishments, and (2) conceptualizing their upwardly mobile children as “aspirational proxies” through whose accomplishments they measured their own success.     

Complicating Patriotism in the Elementary Grades: An Examination of Rugg and Krueger's Overlooked Textbooks

In the late 1930s several prominent self-described patriotic groups attacked social studies pioneer Harold Rugg as “un-American.” The largest instance of textbook censorship in American history unfolded. Yet little attention was given (and continues to be given by scholars) to Rugg's elementary textbooks that he wrote with Louise Krueger. This article examines Rugg and Krueger's complete “Elementary Series” in light of the un-American criticisms levied at Rugg. It documents how, despite critics’ claims, the books were immediately celebratory of the United States and its people, teaching a traditional patriotism that casts the nation as the supreme level of social analysis through an unquestioning, best-story approach. Furthermore, it shows how the books lack Rugg's justice-oriented philosophy of the “American Problem.” The article concludes by charging elementary social studies teachers, teacher educators, and researchers to consider critical questions related to the teaching of patriotism in the elementary grades.     

Influence of the Huguenot Refugees on English Manufactures

In the late 1930s several prominent self-described patriotic groups attacked social studies pioneer Harold Rugg as “un-American.” The largest instance of textbook censorship in American history unfolded. Yet little attention was given (and continues to be given by scholars) to Rugg's elementary textbooks that he wrote with Louise Krueger. This article examines Rugg and Krueger's complete “Elementary Series” in light of the un-American criticisms levied at Rugg. It documents how, despite critics’ claims, the books were immediately celebratory of the United States and its people, teaching a traditional patriotism that casts the nation as the supreme level of social analysis through an unquestioning, best-story approach. Furthermore, it shows how the books lack Rugg's justice-oriented philosophy of the “American Problem.” The article concludes by charging elementary social studies teachers, teacher educators, and researchers to consider critical questions related to the teaching of patriotism in the elementary grades.     

Transnational Information Politics and the “Child Migration Crisis”: Guatemalan NGOs Respond to Youth Migration

Sharp increases in “child migrants” from Central America detained at the US border in 2014 brought unprecedented levels of attention to long extant social and political issues perceived as causing youth migration. While governments on both sides of the US border faced criticism over responses to the migration “crisis,” the presumed causes of this migration presented in US media discourses went largely unquestioned. This article presents data collected in June 2015 from in-depth interviews with Guatemalan and transnational non-governmental organization (NGO) staff, scholars, lawyers, and activists in order to understand the complex interpretations of child migration by NGO actors in Guatemala. Findings illustrate how NGOs may selectively draw on the power of prevailing media narratives to buttress ideological and programmatic goals while simultaneously contesting how the same media depictions obscure the lived realities of migrants. We consider the transnational information politics of representations of “child migration” across government, media, and civil society sectors and the critical role of NGOs in articulating the complex realities faced by populations vulnerable to migration.     

Repelling the “Rutter”: Social Differentiation Among Rural Teenagers

This paper examines low‐income white rural teenagers' management of race and class‐based inequality. It analyzes how these teenagers constructed boundaries to distinguish themselves from outsiders, but also to distinguish themselves from the local abject category of “rutter.” The findings reveal hidden interconnections between race and class in interactional practice, and highlight local processes of differentiation through which actors attempt to deflect stigma and attain credibility. The paper discusses how interactional mechanisms such as “internal othering” and “stigma‐theory” bolster race and class credibility, but reproduce inequality.     

From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed.     

“The Way That I Look at Things [Is] Different Because It's Me”: Constructing and Deconstructing Narratives About Racialized Sexual Selves

Many gender scholars have abandoned the notion that we can explore women's experiences without attention to other identities such as race, class, and/or sexual orientation. Until now, the ways race influences the development of sexual selves has been underexplored. In this paper, I focus on heterosexual women's accounts of the interplay of race, gender, and sexualities. Based on in‐depth interviews with sixty‐two white and African American heterosexual women between the ages of twenty and sixty‐eight, I examine the ways in which narrative work tells a story about the presentation of public sexual selves. I also explore how women's personal narratives are impacted by larger cultural narratives about race. Specifically, through a study of sexuality, I focus on the social construction of “postracialism.”     

The Social Dynamics Channelling Latina College Graduates into the Teaching Profession

Sociologists examine the persistence of occupational sex segregation in two primary ways, vertically (within occupations) and horizontally (across occupations). Feminist scholars analysing gender and race inequality within work organizations have used ‘glass escalator’ and ‘glass barriers’ to document men's experiences in occupations where women concentrate, falling under the vertical epistemology. These race and gender theories are crucial to our understanding of workplace inequities, but they only address privilege or discrimination once women have entered or try climbing the work organization. Based on interviews with 40 Latina teachers in Southern California, this paper examines the point of occupational entry, and explains why college‐educated Latinas, the daughters of working‐class Latino immigrants, are disproportionately entering the teaching profession in the United States. We suggest that Latinas are socially channelled into the teaching occupation, and show how collective family considerations inform agency and occupational decision‐making for these women, resulting in a type of glass ceiling shaped by family and social class. The paper concludes with a discussion of the implications of collective‐informed agency for future studies of upwardly mobile Latinas in the professions.     

Broken and Becoming God‐Sized: Contemporary Metal Music and Masculine Individualism

Using a symbolic interactionist framework, this study is a narrative analysis of song lyrics from sixteen of the most popular heavy metal bands since the early 1990s. The data set for this study constituted 603 songs from fifty‐two long play (LP) recordings. Given that the overwhelming majority of metal music listeners are young males, these data were analyzed as texts of contemporary masculine identity. The contents of the data suggest that such identity is expressed in at least two ways. First, representing the “masculine crisis” identity, the data contain narratives of the self's hopeless domination from subjective and objective forces. Second, narratives representing the “traditional” masculine identity describe the cultivation of inner strength and the consequent conquering of perceived foes. Such narratives often predict the domination of a generic “you” and illustrate how the invocation of the “you” projects a future self. Both of these narratives, which depict either the subjugation or domination of the self, are argued to represent an ideology of individualism.     

Narrative Manhood Acts: Batterer Intervention Program Graduates' Tragic Relationships

We analyze how twenty graduates of a Batterer Intervention Program constructed autobiographical stories about their relationships with women they assaulted. We focus on the presentation of gendered selves via narrative manhood acts, which we define as self‐narratives that signify membership in the category “man” and the possession of a masculine self. We also show how graduates constructed self‐narratives as a genre that was oppositional to organizational narratives: rather than adopting the program's domestic violence melodrama or preferred conversion narrative, graduates used the larger culture—especially “bitch” imagery and sometimes racialized discourse—to construct tragedies. Our study demonstrates the usefulness of narrative analysis for research on batterers' accounts and manhood acts, and also shows how oppositional genre‐making can be a method to resist organizational narratives.     

How Contexts of Reception Matter: Comparing Peruvian Migrants’ Economic Trajectories in Japan and the US

This paper examines how Peruvian migrants fare economically in two historically and culturally distinct host countries, Japan and the US, drawing upon a survey and interviews conducted in both countries. Peruvian migrants surveyed share similar socio‐economic backgrounds and migrated to both countries for similar reasons roughly around the same time. Yet, over time, they achieved more occupational upward mobility in the US than in Japan. Japan has not done quite as well as the US in providing immigrants with occupational opportunities due to its less diversified immigrant labor market, limited entrepreneurship opportunities, and restricted modes of immigrant incorporation. Does it mean, however, that Peruvian migrants are less successful in Japan than the US? Although occupational mobility is a commonly used measure of social mobility, the definitions and meanings of “success” are context‐dependent. Peruvians in the US do experience more occupational mobility, but diverge more greatly in economic achievement amongst themselves. In Japan, on the other hand, while they experience little occupational mobility, they have had more economic equality with relatively stable and high wages. The paper examines Peruvian migrants’ distinct economic trajectories over time, focusing on their occupational mobility. We conclude that occupational mobility matters, not necessarily because it accompanies higher income, but because it shapes migrants’ aspirations. In the context where immigrants’ destinations have become more diverse in the world, the paper provides insights into how immigrants “make it” and what it means to “make it” in recent destinations, such as Japan, in comparison to more traditional immigrant countries, such as the US.     

Staging Traumatic Memory: Competing Narratives of State Violence in Post-Communist Hungarian Museums

The article examines the way three contemporary Hungarian museums–the House of Terror Museum, the Jewish Museum and the Holocaust Memorial and Documentation Center–represent the history of the Holocaust and the history of Jewish/non-Jewish relations. Reflecting different political agendas, each of the three museums offers a different interpretation of how the Holocaust fits into the larger narrative of Hungary's 20th century history. The article argues that post-communist public memory has been constructed through debates about these histories. By analyzing the three museums' displays, narratives and the debates surrounding them, the article argues that Hungarian public discourse has yet to come to terms with the meaning and place of “Jewishness” (and the way it has informed “Hungarianness”) in modern Hungarian history. Despite the centrality of Jews and Jewish-non-Jewish relations to the museums' narratives, none are able to offer a clear definition of what “Jewishness” means and how it functioned at different times throughout the 20th century.     

“Women's Work”? Women Partners of Transgender Men Doing Housework and Emotion Work

Despite increasing family studies research on same‐sex cohabiters and families, the literature is virtually devoid of transgender and transsexual families. To bridge this gap, I present qualitative research narratives on household labor and emotion work from 50 women partners of transgender and transsexual men. Contrary to much literature on “same‐sex” couples, the division of household labor and emotion work within these contemporary families cannot simply be described as egalitarian. Further, although the forms of emotion work and “gender strategies,”“family myths,” and “accounts” with which women partners of trans men engage resonate with those from women in (non‐trans) heterosexual and lesbian couples, they are also distinct, highlighting tensions among personal agency, politics, and structural inequalities in family life.     

Strategic Migrant Network Building and Information Sharing: Understanding ‘Migrant Pioneers’ in Canada

This article explores the migrant networks that develop between migrants, non‐migrants and the larger Indian diaspora. Specifically, it examines the decision to migrate to Toronto, Canada and how this decision is shaped by, and in turn shapes the migrant network. Based on 35 interviews with migrants from Karnataka, South India, two main findings are presented. First, migrants are deliberately choosing settlement countries in which their families are not yet located, thereby becoming “migrant pioneers” in their country of settlement, which is an attempt to expand their migrant networks globally. Second, the narratives these migrants receive and subsequently impart to others are often inaccurate, which can lead to miscommunication flows among these migrant networks. These findings are considered in light of the large body of research on migrant networks and the ways they develop and transmit information. This paper argues that existing understanding of migrant networks is somewhat static. Findings indicate that these “migrant pioneers” may be engaging in global risk‐diversification strategies for subsequent generations, but may themselves suffer from the more immediate consequences of misinformed networks.     

Don't End Up in the Fields: Identity Construction among Mexican Adolescent Immigrants,their Parents,and Sociocontextual Processes

This grounded theory study of 16 Mexican immigrant adolescents and 20 of their parents examines how they construct relational identities within their families, at school, with friends, and in the larger society. Results focus on a core identity bind faced by the adolescents: immigration messages from parents that say, “don't be like me” and the societal message, “you're not like us.” Response to this bind was guided by two contrasting sets of identity narratives: Empowering narratives invited an intentional approach to school and life choices. Restricting narratives maintained an ambivalent approach to school and life choices. Resolution of the identity bind was a collective, ongoing process that has implications for Mexican immigrant families and the professionals who work with them.     

The politics of foot powder: depoliticizing motherhood during the US War on Terrorism

This article uses the example of mothers of service members during the US War on Terrorism (October 2001 to present) to show how gendered maternal ideology can disempower women to participate in the political process. When their children join the Armed Forces, mothers seek out online support groups where their experiences of war are validated by other mothers. In these groups, they draw on their maternal relationship to war to define what “support” and “politics” mean. Support is defined as unconditional backing of the troops and the war, and political viewpoints are considered unrelated to this maternal support. Adopting militarized motherhood, mothers describe speaking out against the war politically as dangerous to the troops. Doing so hurts their morale, thus jeopardizing their mission and safety. Collectively, mothers police the boundaries of support and politics, and are disempowered to question war, or to engage in the political process during wartime.     

A Tale of Two Solitudes: Comparing Conflict and Development-induced Internal Displacement and Involuntary Resettlement

Development projects and war regularly lead to the internal displacement and involuntary resettlement of tens of millions of people each year. Though most “internally displaced people” settle spontaneously, a significant proportion is involuntarily resettled into planned “camps” and “settlements”. This article is primarily concerned with a relatively understudied category of forced migration studies: resettlement. It contends that until very recently, the theory, policy, and practice of resettlement for people internally displaced by development and war have been treated as intellectually and practically exclusive. Decision makers and scholars working on the subject are frequently beholden to narrow disciplinary and bureaucratic interests and are unable or unwilling to look across institutional boundaries. As a result, policies and programmes intended to resettle populations have been clustered into two discrete (and disparate) narratives. Each of these draw from distinct normative moorings, government and non‐governmental interpretations of “success” and “failure” and a division of labour closely tailored to the disciplines and expertise of those in the development and humanitarian communities. Though arising from separate traditions and conceived exclusively by donors, policy makers, and scholars, this article contends that they actually share many common features. Drawing on a vast and rapidly growing literature, this article seeks to frame the key debates on development and war‐induced internal displacement and resettlement. It begins with an overview of definitional issues — including “internal displacement” and “resettlement”— two concepts that are regularly contested and misunderstood. The article observes that the Guiding Principles on Internal Displacement have, to some extent, clarified the rights of development and conflict‐induced internally displaced people, as well as the responsibilities of states. It notes that in practice, however, resettlement of both types of populations is treated separately. The article then turns to a number of seminal theoretical contributions to the study of development and conflict‐induced internal displacement and involuntary resettlement (DIDR and CIDR, respectively). The article highlights their separate evolution in theory and practice over time. It closes with a brief treatment of some of the common features of DIDR and CIDR, including their political economy, their institutional and bureaucratic logic, and similar patterns of impoverishment risks.     

A Different Kind of Discipline: Social Reproduction and the Transmission of Non‐cognitive Skills at an Urban Charter School

A key component of recent school reform policies has been the authorization of public charter schools. A subset of public charter schools, often termed “no excuses” schools, have received national attention for their students’ academic success; however, scholars have recently begun to question the role of the schools’ authoritarian discipline systems in the process of social reproduction. This study examines the extent to which authoritarian discipline systems are necessary for success at “no excuses” schools, drawing upon qualitative research at a strategic site: a school that adopts many of the practices of “no excuses” schools while also pursuing a relational approach to discipline. Qualitative analysis of classroom observation and interview data finds that a relational approach to discipline cultivates non‐cognitive skills more closely aligned with the evaluative standards of middle‐class institutions, such as skills in self‐expression, self‐regulation, problem‐solving, and conflict resolution. A comparison of academic achievement data also suggests that “no excuses” schools may be able to implement relational discipline approaches without sacrificing academic success on a key predictor of future academic performance.     

THE AMBIGUITIES OF EXTERNAL MINORITY PROTECTION

This article focuses on the special and prominent place that the “Jewish question” occupied in the general discussion about Russian modernisation in the pre‐1914 period, both in American society and in the arena of US–Russian relations. It analyses the role that anti‐Jewish violence in Russia had in effecting a dramatic shift in the way Americans viewed the Russian Empire, which was being depicted by the American Jews and the leaders of the crusade for a “Free Russia” as a barbarous oppressor of political dissent and a savage persecutor of religious, national, and ethnic minorities. American society’s reaction to anti‐Jewish violence in the Russian Empire at the turn of the twentieth century helped, on the one hand, to shape the idea of the American belief that the United States bore special responsibility for carrying out reforms in Russia, and, on the other hand, to place relations between the two countries within such binary oppositions as “light and darkness,” “civilization and barbarity,” “modernity and medievalism,” “democracy and authoritarianism,” “freedom and slavery,” “the West and the Orient.” The article uses a broad range of verbal and graphic sources from the American press and new sources from archival collections. These sources help to illustrate one of the author’s principal tenets which holds that the United States’ view of the foreign policy of the Russian Empire was a result of the Americans’ projection of their own vision of the nature of the US foreign policy. In their official and public discourses, Americans considered Russia’s foreign policy an extension of Russia’s political regime. This study examines US foreign policy as a vital sphere in which national identity is redefined and reaffirmed and gives an opportunity to draw attention to the cultural and ideological dimensions of Russian–American relations, to understand the origins of dualistic American myths about Russia that have proven so enduring, and to demonstrate how a demonised Russia serves to revitalise American nationalism and how the Russian “Other” was used, in part, to construct the American “Self.”