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'Who Is Anybody to Judge?' Educational Resistance through Recognition

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Title: 'Who Is Anybody to Judge?' Educational Resistance through Recognition
Language: English
Authors: Christina Ciocca Eller (ORCID 0000-0002-9202-2236), Elena Ayala-Hurtado (ORCID 0000-0002-7162-9178)
Source: Sociology of Education. 2026 99(2):174-194.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Educational Practices, Resistance (Psychology), College Students, Dropouts, Equal Education, Student Attitudes, Attribution Theory, Moral Values, Failure, Stereotypes
DOI: 10.1177/00380407261419106
ISSN: 0038-0407
1939-8573
Abstract: The United States is a "schooled society": one where formal education is viewed as a primary conduit between American cultural ideals and people's moral worth and social value. Sociologists of education have described resistance against this dominant model through disinvestment from school, particularly among some students from traditionally underrepresented backgrounds. Yet it remains unclear if "school-invested" students also enact resistance and if so, what such resistance entails and means for educational and social inequality. Bringing together the literatures on recognition and educational resistance, we argue that recognition of stigmatized educational groups by school-invested students may serve as an important form of educational resistance. We build this argument by drawing on unique multiwave interview data (n = 168) to investigate college students' perceptions of college dropouts. We find that although a minority of respondents discursively deploy stigmatizing frames when describing dropouts, more draw on recognition frames to bridge moral and symbolic gaps between college students and particular dropouts. We also find that certain college experiences, particularly exposure to peers with complicated college trajectories, appear to change students' narratives on dropout over time. We consider the implications of recognition-based resistance and the associated opportunities and limitations concerning inequality.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502142
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Christina+Ciocca+Eller%22">Christina Ciocca Eller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9202-2236">0000-0002-9202-2236</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Ayala-Hurtado%22">Elena Ayala-Hurtado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7162-9178">0000-0002-7162-9178</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Sociology+of+Education%22"><i>Sociology of Education</i></searchLink>. 2026 99(2):174-194.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/00380407261419106
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  Data: The United States is a "schooled society": one where formal education is viewed as a primary conduit between American cultural ideals and people's moral worth and social value. Sociologists of education have described resistance against this dominant model through disinvestment from school, particularly among some students from traditionally underrepresented backgrounds. Yet it remains unclear if "school-invested" students also enact resistance and if so, what such resistance entails and means for educational and social inequality. Bringing together the literatures on recognition and educational resistance, we argue that recognition of stigmatized educational groups by school-invested students may serve as an important form of educational resistance. We build this argument by drawing on unique multiwave interview data (n = 168) to investigate college students' perceptions of college dropouts. We find that although a minority of respondents discursively deploy stigmatizing frames when describing dropouts, more draw on recognition frames to bridge moral and symbolic gaps between college students and particular dropouts. We also find that certain college experiences, particularly exposure to peers with complicated college trajectories, appear to change students' narratives on dropout over time. We consider the implications of recognition-based resistance and the associated opportunities and limitations concerning inequality.
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        Value: 10.1177/00380407261419106
    Languages:
      – Text: English
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        PageCount: 21
        StartPage: 174
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      – SubjectFull: Higher Education
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      – SubjectFull: Educational Practices
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      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: College Students
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      – SubjectFull: Dropouts
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      – SubjectFull: Equal Education
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Attribution Theory
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      – SubjectFull: Moral Values
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      – SubjectFull: Failure
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      – SubjectFull: Stereotypes
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