Amanda E Lewis
Datos Biográficos
| ID | 110667 |
|---|---|
| NOMBRE | Amanda E Lewis |
| NOMBRES | Amanda E |
| APELLIDO | Lewis |
| FIRMA | LEWIS A E |
| AFILIACIONES | University of Illinois Chicago |
| VERIFICADO | No |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 584 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2001 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 11 |
Disempowering Marketplaces
As school choice increases, parents are expected to act like consumers choosing from a school marketplace. However, to what extent do parents understand and enact this new role? Drawing on organizational theory, we examine the mismatch between the ostensive (ideal) and performative aspects of the school choice enrollment routine. Analyzing interviews with 136 parents in Chicago, we found that only a small minority perform the enrollment routine a…
Mechanisms and mechanics of racial hierarchy
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
Opportunity Hoarding and the Maintenance of "White" Educational Space
In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly's concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend "white" spaces within education. We expand current educational scholarship in this area by theorizing connections between o…
The 'Burden' of Oppositional Culture Among Black Youth in America
For decades, any scholarly conversation about the academic achievement of youth of color, and especially Black youth, required at least a nod to the widely discussed topic of oppositional culture. In this review, we explore whether Black youth are burdened by a peer culture oppositional to dominant institutions and achievement norms. We begin by focusing on recent research addressing oppositional culture and find little to no support for the main…
Race in the Schoolyard
"Race in the Schoolyard is a wonderful book for social scientists studying race, education, and childhood studies. The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race."- American Journal of Sociology …
Race and Discipline at a Racially Mixed High School
In this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students’ experiences with school discipline. Drawing on organizational theory, contemporary race theory, and status construction theory, we argue that in carrying out the school’s disciplinary…
Race, ethnicity and disciplinary divides
We pose several questions that emerged for us from Valdez and Golash-Boza's "U.S. Racial and Ethnic Relations in the twenty-first Century." First, we raise questions about their framing of the problem with current scholarship - are immigration/ethnicity and race scholars talking past each other or are they having more fundamental disagreements? Second, we raise questions about their critique of the "the race literature" - do too many of us ignore…
Working at the Intersection of Race and Public Policy
Today, race and ethnicity scholars generate a wealth of important research that documents the parameters of racial and/or ethnic inequality, how such inequality persists, and how it relates to, or intersects with, other dimensions of social life. Here we argue that these scholars should devote their abundant intellectual energies not only to illuminating the parameters and causes of racial injustice but also to producing work that might shift pop…
Beyond Prejudice? Young Whites' Racial Attitudes in Post-Civil Rights America, 1976 to 2000
A key finding from previous research on trends in Whites' racial attitudes is that much of the decline in the expression of racial prejudice over the past seven decades can be attributed to the replacement of older, less tolerant White cohorts by younger, more tolerant cohorts of Whites in the U.S. population (i.e., cohort replacement). An implicit assumption of much of this work is that cohort replacement will continue to produce unidirectional …
Conundrums of Integration
Recent scholarly and public conversations have given renewed attention to integration as a goal, an aspiration, and/or an "imperative." These calls for integration are infused with the conviction that segregation is a linchpin, if not the linchpin, of persistent racialized hierarchies. While the costs of persistent segregation remain clear, the call for integration as the unequivocal answer is more contested. In this article we grapple with some …
The "Nine Lives" of Oppositional Culture
Some of the more influential research on race and education published in the last few decades comes from the work of John Ogbu and Signithia Fordham (Fordham 1988; Fordham and Ogbu, 1986; Ogbu 1978, 1987, 1991, 2003). In Ogbu's writing about the oppositional culture hypothesis, he argued that Black students frame their relationship to schooling through the lens of their historic marginalization in the United States. Out of their understanding of …
Another Kind of Public Education
Race and school achievement in a desegregated suburb
Recent research suggests that oppositional culture and a burden of acting White are likely to emerge for Black students in desegregated schools in which Whites are perceived as having greater educational opportunities. Using interviews with Black and White students in one desegregated secondary school, this 'school structures' argument is assessed. While Black students perceive race‐based limitations to their opportunities for getting ahead and a…
Our “Ideal Girl”
Adolescent girls must contend with several sets of competing expectations at the discursive intersection of sexuality, age, gender, and race. This article examines how a feminist mentorship program for early adolescent girls engaged the issue of sexuality. Despite the program’s self-described feminist orientation, ethnographic analysis revealed its reliance on moralistic, age-based standards of appropriate sexual interest and behavior; the suppre…
"Disciplining "Girl Talk
Although empowerment is frequently invoked in social work discourse, it is nevertheless a complicated and contested practice method. A critical minority of social work theorists and practitioners point to the paradox of empowerment practice that reifies power differences and infringes upon client self-determination (Gruber & Trickett, 1987; Hartman, 1992; Pease, 2002; Simon, 1990). Despite the acuity of this critique, it has neither fully penetra…
Racial Apathy and Hurricane Katrina
During the crisis that followed Hurricane Katrina, many Americans expressed surprise at the dramatic levels of racial inequality captured in the images of large numbers of poor Black people left behind in devastated New Orleans. In this article we argue that, to better understand both the parameters of contemporary racial inequality reflected in the hurricane's aftermath and why so many were surprised about the social realities of racial inequali…
Sneaky Kid and Its Aftermath
What Group?' Studying Whites and Whiteness in the Era of 'Color-Blindness
In this article I argue that despite the claims of some, all whites in racialized societies 'have race.' But because of the current context of race in our society, I argue that scholars of 'whiteness' face several difficult theoretical and methodological challenges. First is the problem of how to avoid essentializing race when talking about whites as a social collective. That is, scholars must contend with the challenge of how to write about what…
“It Wasn’t Me!”
Everyday Race-Making
Sociologists working in the racial formation tradition have made a clear case for under-standing race as a political and social construction and have detailed macroprocesses of production. However, we still do not understand enough about how race is reproduced through microlevel interactions. Drawing on ethnographic data from research in schools, the author examines everyday race-making-the processes through which race and racial categories are r…
Neither Black nor White? An empirical test of the Latin Americanization thesis
Contestation or Collaboration? A Comparative Study of Home-School Relations
In this article we focus on two public elementary schools that are known to have a great deal of parental participation, examining the relationships parents and school personnel build, and how these relationships unfold. We found that accommodation and community typified parent-teacher interactions at one school, while interactions at the other could be characterized as ambivalent and fraught with competing demands. We argue that social class and…
There Is No “Race” in the Schoolyard
This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and “hidden” curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind “race talk” masked…
What Group?' Studying Whites and Whiteness in the Era of 'Color-Blindness
In this article I argue that despite the claims of some, all whites in racialized societies 'have race.' But because of the current context of race in our society, I argue that scholars of 'whiteness' face several difficult theoretical and methodological challenges. First is the problem of how to avoid essentializing race when talking about whites as a social collective. That is, scholars must contend with the challenge of how to write about what…
Racial Apathy and Hurricane Katrina
During the crisis that followed Hurricane Katrina, many Americans expressed surprise at the dramatic levels of racial inequality captured in the images of large numbers of poor Black people left behind in devastated New Orleans. In this article we argue that, to better understand both the parameters of contemporary racial inequality reflected in the hurricane's aftermath and why so many were surprised about the social realities of racial inequali…
There Is No “Race” in the Schoolyard
This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and “hidden” curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind “race talk” masked…
Everyday Race-Making
Sociologists working in the racial formation tradition have made a clear case for under-standing race as a political and social construction and have detailed macroprocesses of production. However, we still do not understand enough about how race is reproduced through microlevel interactions. Drawing on ethnographic data from research in schools, the author examines everyday race-making-the processes through which race and racial categories are r…
Beyond Prejudice? Young Whites' Racial Attitudes in Post-Civil Rights America, 1976 to 2000
A key finding from previous research on trends in Whites' racial attitudes is that much of the decline in the expression of racial prejudice over the past seven decades can be attributed to the replacement of older, less tolerant White cohorts by younger, more tolerant cohorts of Whites in the U.S. population (i.e., cohort replacement). An implicit assumption of much of this work is that cohort replacement will continue to produce unidirectional …
Neither Black nor White? An empirical test of the Latin Americanization thesis
Conundrums of Integration
Recent scholarly and public conversations have given renewed attention to integration as a goal, an aspiration, and/or an "imperative." These calls for integration are infused with the conviction that segregation is a linchpin, if not the linchpin, of persistent racialized hierarchies. While the costs of persistent segregation remain clear, the call for integration as the unequivocal answer is more contested. In this article we grapple with some …
Opportunity Hoarding and the Maintenance of "White" Educational Space
In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly's concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend "white" spaces within education. We expand current educational scholarship in this area by theorizing connections between o…
Race and Discipline at a Racially Mixed High School
In this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students’ experiences with school discipline. Drawing on organizational theory, contemporary race theory, and status construction theory, we argue that in carrying out the school’s disciplinary…
Contestation or Collaboration? A Comparative Study of Home-School Relations
In this article we focus on two public elementary schools that are known to have a great deal of parental participation, examining the relationships parents and school personnel build, and how these relationships unfold. We found that accommodation and community typified parent-teacher interactions at one school, while interactions at the other could be characterized as ambivalent and fraught with competing demands. We argue that social class and…
Race and school achievement in a desegregated suburb
Recent research suggests that oppositional culture and a burden of acting White are likely to emerge for Black students in desegregated schools in which Whites are perceived as having greater educational opportunities. Using interviews with Black and White students in one desegregated secondary school, this 'school structures' argument is assessed. While Black students perceive race‐based limitations to their opportunities for getting ahead and a…
The 'Burden' of Oppositional Culture Among Black Youth in America
For decades, any scholarly conversation about the academic achievement of youth of color, and especially Black youth, required at least a nod to the widely discussed topic of oppositional culture. In this review, we explore whether Black youth are burdened by a peer culture oppositional to dominant institutions and achievement norms. We begin by focusing on recent research addressing oppositional culture and find little to no support for the main…
The "Nine Lives" of Oppositional Culture
Some of the more influential research on race and education published in the last few decades comes from the work of John Ogbu and Signithia Fordham (Fordham 1988; Fordham and Ogbu, 1986; Ogbu 1978, 1987, 1991, 2003). In Ogbu's writing about the oppositional culture hypothesis, he argued that Black students frame their relationship to schooling through the lens of their historic marginalization in the United States. Out of their understanding of …
Mechanisms and mechanics of racial hierarchy
"Disciplining "Girl Talk
Although empowerment is frequently invoked in social work discourse, it is nevertheless a complicated and contested practice method. A critical minority of social work theorists and practitioners point to the paradox of empowerment practice that reifies power differences and infringes upon client self-determination (Gruber & Trickett, 1987; Hartman, 1992; Pease, 2002; Simon, 1990). Despite the acuity of this critique, it has neither fully penetra…
Race, ethnicity and disciplinary divides
We pose several questions that emerged for us from Valdez and Golash-Boza's "U.S. Racial and Ethnic Relations in the twenty-first Century." First, we raise questions about their framing of the problem with current scholarship - are immigration/ethnicity and race scholars talking past each other or are they having more fundamental disagreements? Second, we raise questions about their critique of the "the race literature" - do too many of us ignore…
Working at the Intersection of Race and Public Policy
Today, race and ethnicity scholars generate a wealth of important research that documents the parameters of racial and/or ethnic inequality, how such inequality persists, and how it relates to, or intersects with, other dimensions of social life. Here we argue that these scholars should devote their abundant intellectual energies not only to illuminating the parameters and causes of racial injustice but also to producing work that might shift pop…
Our “Ideal Girl”
Adolescent girls must contend with several sets of competing expectations at the discursive intersection of sexuality, age, gender, and race. This article examines how a feminist mentorship program for early adolescent girls engaged the issue of sexuality. Despite the program’s self-described feminist orientation, ethnographic analysis revealed its reliance on moralistic, age-based standards of appropriate sexual interest and behavior; the suppre…
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
There Is No “Race” in the Schoolyard
This article examines the racial messages and lessons students get from parents and teachers in one suburban school community. I examine the explicit and “hidden” curriculum of race offered in the school as well as exploring community members’ racial discourse, understandings, and behaviors. During a yearlong ethnographic study, all community members consistently denied the local salience of race. Yet, this explicit color-blind “race talk” masked…
Neither Black nor White? An empirical test of the Latin Americanization thesis
Contestation or Collaboration? A Comparative Study of Home-School Relations
In this article we focus on two public elementary schools that are known to have a great deal of parental participation, examining the relationships parents and school personnel build, and how these relationships unfold. We found that accommodation and community typified parent-teacher interactions at one school, while interactions at the other could be characterized as ambivalent and fraught with competing demands. We argue that social class and…
“It Wasn’t Me!”
Everyday Race-Making
Sociologists working in the racial formation tradition have made a clear case for under-standing race as a political and social construction and have detailed macroprocesses of production. However, we still do not understand enough about how race is reproduced through microlevel interactions. Drawing on ethnographic data from research in schools, the author examines everyday race-making-the processes through which race and racial categories are r…
Sneaky Kid and Its Aftermath
What Group?' Studying Whites and Whiteness in the Era of 'Color-Blindness
In this article I argue that despite the claims of some, all whites in racialized societies 'have race.' But because of the current context of race in our society, I argue that scholars of 'whiteness' face several difficult theoretical and methodological challenges. First is the problem of how to avoid essentializing race when talking about whites as a social collective. That is, scholars must contend with the challenge of how to write about what…
Our “Ideal Girl”
Adolescent girls must contend with several sets of competing expectations at the discursive intersection of sexuality, age, gender, and race. This article examines how a feminist mentorship program for early adolescent girls engaged the issue of sexuality. Despite the program’s self-described feminist orientation, ethnographic analysis revealed its reliance on moralistic, age-based standards of appropriate sexual interest and behavior; the suppre…
"Disciplining "Girl Talk
Although empowerment is frequently invoked in social work discourse, it is nevertheless a complicated and contested practice method. A critical minority of social work theorists and practitioners point to the paradox of empowerment practice that reifies power differences and infringes upon client self-determination (Gruber & Trickett, 1987; Hartman, 1992; Pease, 2002; Simon, 1990). Despite the acuity of this critique, it has neither fully penetra…
Racial Apathy and Hurricane Katrina
During the crisis that followed Hurricane Katrina, many Americans expressed surprise at the dramatic levels of racial inequality captured in the images of large numbers of poor Black people left behind in devastated New Orleans. In this article we argue that, to better understand both the parameters of contemporary racial inequality reflected in the hurricane's aftermath and why so many were surprised about the social realities of racial inequali…
Race and school achievement in a desegregated suburb
Recent research suggests that oppositional culture and a burden of acting White are likely to emerge for Black students in desegregated schools in which Whites are perceived as having greater educational opportunities. Using interviews with Black and White students in one desegregated secondary school, this 'school structures' argument is assessed. While Black students perceive race‐based limitations to their opportunities for getting ahead and a…
Another Kind of Public Education
The "Nine Lives" of Oppositional Culture
Some of the more influential research on race and education published in the last few decades comes from the work of John Ogbu and Signithia Fordham (Fordham 1988; Fordham and Ogbu, 1986; Ogbu 1978, 1987, 1991, 2003). In Ogbu's writing about the oppositional culture hypothesis, he argued that Black students frame their relationship to schooling through the lens of their historic marginalization in the United States. Out of their understanding of …
Beyond Prejudice? Young Whites' Racial Attitudes in Post-Civil Rights America, 1976 to 2000
A key finding from previous research on trends in Whites' racial attitudes is that much of the decline in the expression of racial prejudice over the past seven decades can be attributed to the replacement of older, less tolerant White cohorts by younger, more tolerant cohorts of Whites in the U.S. population (i.e., cohort replacement). An implicit assumption of much of this work is that cohort replacement will continue to produce unidirectional …
Conundrums of Integration
Recent scholarly and public conversations have given renewed attention to integration as a goal, an aspiration, and/or an "imperative." These calls for integration are infused with the conviction that segregation is a linchpin, if not the linchpin, of persistent racialized hierarchies. While the costs of persistent segregation remain clear, the call for integration as the unequivocal answer is more contested. In this article we grapple with some …
Working at the Intersection of Race and Public Policy
Today, race and ethnicity scholars generate a wealth of important research that documents the parameters of racial and/or ethnic inequality, how such inequality persists, and how it relates to, or intersects with, other dimensions of social life. Here we argue that these scholars should devote their abundant intellectual energies not only to illuminating the parameters and causes of racial injustice but also to producing work that might shift pop…
Race, ethnicity and disciplinary divides
We pose several questions that emerged for us from Valdez and Golash-Boza's "U.S. Racial and Ethnic Relations in the twenty-first Century." First, we raise questions about their framing of the problem with current scholarship - are immigration/ethnicity and race scholars talking past each other or are they having more fundamental disagreements? Second, we raise questions about their critique of the "the race literature" - do too many of us ignore…
Race in the Schoolyard
"Race in the Schoolyard is a wonderful book for social scientists studying race, education, and childhood studies. The book showcases the talents of a gifted fieldworker whose theoretically rich work sits on the cutting edge of a growing body of scholarship examining the social worlds of children. School officials, parents, and, most especially, a new generation of teachers will benefit from these lessons on race."- American Journal of Sociology …
Race and Discipline at a Racially Mixed High School
In this article, we study a diverse suburban high school to illustrate how racial inequality is embedded in school disciplinary routines. Focusing primarily on the experiences of Black and White students, we theorize about the relationship between race and students’ experiences with school discipline. Drawing on organizational theory, contemporary race theory, and status construction theory, we argue that in carrying out the school’s disciplinary…
The 'Burden' of Oppositional Culture Among Black Youth in America
For decades, any scholarly conversation about the academic achievement of youth of color, and especially Black youth, required at least a nod to the widely discussed topic of oppositional culture. In this review, we explore whether Black youth are burdened by a peer culture oppositional to dominant institutions and achievement norms. We begin by focusing on recent research addressing oppositional culture and find little to no support for the main…
Opportunity Hoarding and the Maintenance of "White" Educational Space
In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly's concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend "white" spaces within education. We expand current educational scholarship in this area by theorizing connections between o…
Charles Mills Ain’t Dead! Keeping the spirit of Mills’ work alive by understanding and challenging the unrepentant whiteness of the academy
In this article, we draw upon Charles Mills’ powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions – particularly in the institution in which he and we work, higher education. We believe that continuing Mills’ legacy requires pushing back against unrepentant …
Disempowering Marketplaces
As school choice increases, parents are expected to act like consumers choosing from a school marketplace. However, to what extent do parents understand and enact this new role? Drawing on organizational theory, we examine the mismatch between the ostensive (ideal) and performative aspects of the school choice enrollment routine. Analyzing interviews with 136 parents in Chicago, we found that only a small minority perform the enrollment routine a…
Mechanisms and mechanics of racial hierarchy
Sociology (21 obras) · Gender Studies (17 obras) · Critical Race Theory in Education (16 obras) · Psychology (16 obras) · Political science (14 obras) · Gender Studies (12 obras) · Social Psychology (10 obras) · Law (9 obras) · Racial and Ethnic Identity Research (9 obras) · Racism (9 obras)