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Elite Visions: Privileged Perceptions of Self and Others

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Title: Elite Visions: Privileged Perceptions of Self and Others
Language: English
Authors: Howard, Adam
Source: Teachers College Record. 2010 112(8):1971-1992.
Availability: 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
Peer Reviewed: Y
Physical Description: PDF
Page Count: 22
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
High Schools
Secondary Education
Descriptors: 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
ISSN: 1467-9620
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.
Abstractor: As Provided
Entry Date: 2010
Access URL: https://www.tcrecord.org/Content.asp?ContentId=15799
Accession Number: EJ898219
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2010 112(8):1971-1992.
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  Data: 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
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  Data: 1467-9620
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – Text: English
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        PageCount: 22
        StartPage: 1971
    Subjects:
      – SubjectFull: Ethnography
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Low Income
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Social Class
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Student Attitudes
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      – SubjectFull: World Views
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      – SubjectFull: Values
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      – SubjectFull: Advantaged
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      – SubjectFull: Social Status
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Differences
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      – SubjectFull: Socioeconomic Background
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      – SubjectFull: Social Attitudes
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      – TitleFull: Elite Visions: Privileged Perceptions of Self and Others
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