Amanda Barrett Cox
Datos Biográficos
| ID | 206868 |
|---|---|
| NOMBRE | Amanda Barrett Cox |
| NOMBRES | Amanda Barrett |
| APELLIDO | Cox |
| FIRMA | COX A B |
| AFILIACIONES | University of Pennsylvania |
| ORCID | 0000-0002-3914-5309 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 37 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Filling the collective-practice gap
Participatory-democratic organizations seek to redistribute decision-making authority, but doing so raises a practical question: how do participants learn to exercise that authority in nonhierarchical, collective ways? This paper theorizes how participatory-democratic organizations address what I term the collective-practice gap: the gap between the individualistic capacities shaped in hierarchical institutions and the relational, participatory c…
It's Who You Know (and Who You Are)
Social capital is broadly beneficial, but parents reap particular benefits from network ties. Schools are key organizations through which parents develop ties. In this article, we examine school-based networks that provide valuable resources. What factors are associated with greater access to key resources such as child care, parenting advice, and educational information? Using network data from mothers of eighth graders, we employ qualitative co…
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What types of interactions facilitate the redistribution of power across institutional roles? To answer this question, the author draws on ethnographic data from two organizations attempting to shift the conventional power relations within their respective institutions: a private philanthropic foundation seeking to transfer control over its grant making to a community-based board and a democratic school designed to give students and adults an equ…
Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network
Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore m…
Engineered Struggle and "Earned" Success
This paper examines how a nonprofit organization prepares low-income Black and Latino/a students to attend elite boarding high schools. Using ethnographic data, I investigate how the program engineers the experience of academic and emotional struggle for students, how students experience these struggles, and what students learn from this process. I find that the program's academically-induced emotional rollercoaster serves to strengthen students'…
Cohorts, ''Siblings,'' and Mentors
How can an organization help participants increase their social capital? Using data from an ethnographic study of Launch, an organization that prepares low-income students of color to attend elite boarding schools, I analyze how the organization's structures not only generate social ties among students but also stratify those ties horizontally and vertically, thereby connecting students to a set of social contacts who occupy a range of hierarchic…
Mechanisms of Organizational Commitment
How do organizations that make significant physical, emotional, and intellectual demands foster commitment and loyalty from voluntary participants? Greedy institution theory (Coser ) answers this question by identifying structural elements that foster participants' undivided commitment to “greedy” groups, those in which participants' involvement interferes with and takes precedence over their involvement in other social spheres. In this article, …
Correcting Behaviors and Policing Emotions
This study examines interactions surrounding the transmission, enforcement, and assessment of compliance with feeling rules. Using ethnographic data, I investigate how actors within an organization that prepares low-income black and Latino students to attend elite boarding schools serve as bothemotional socializers, transmitting particular feeling rules, andemotional gatekeepers, enforcing and assessing compliance with those rules. I find that it…
Cohorts, ''Siblings,'' and Mentors
How can an organization help participants increase their social capital? Using data from an ethnographic study of Launch, an organization that prepares low-income students of color to attend elite boarding schools, I analyze how the organization's structures not only generate social ties among students but also stratify those ties horizontally and vertically, thereby connecting students to a set of social contacts who occupy a range of hierarchic…
Correcting Behaviors and Policing Emotions
This study examines interactions surrounding the transmission, enforcement, and assessment of compliance with feeling rules. Using ethnographic data, I investigate how actors within an organization that prepares low-income black and Latino students to attend elite boarding schools serve as bothemotional socializers, transmitting particular feeling rules, andemotional gatekeepers, enforcing and assessing compliance with those rules. I find that it…
It's Who You Know (and Who You Are)
Social capital is broadly beneficial, but parents reap particular benefits from network ties. Schools are key organizations through which parents develop ties. In this article, we examine school-based networks that provide valuable resources. What factors are associated with greater access to key resources such as child care, parenting advice, and educational information? Using network data from mothers of eighth graders, we employ qualitative co…
Mechanisms of Organizational Commitment
How do organizations that make significant physical, emotional, and intellectual demands foster commitment and loyalty from voluntary participants? Greedy institution theory (Coser ) answers this question by identifying structural elements that foster participants' undivided commitment to “greedy” groups, those in which participants' involvement interferes with and takes precedence over their involvement in other social spheres. In this article, …
Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network
Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore m…
Powered Down
What types of interactions facilitate the redistribution of power across institutional roles? To answer this question, the author draws on ethnographic data from two organizations attempting to shift the conventional power relations within their respective institutions: a private philanthropic foundation seeking to transfer control over its grant making to a community-based board and a democratic school designed to give students and adults an equ…
Engineered Struggle and "Earned" Success
This paper examines how a nonprofit organization prepares low-income Black and Latino/a students to attend elite boarding high schools. Using ethnographic data, I investigate how the program engineers the experience of academic and emotional struggle for students, how students experience these struggles, and what students learn from this process. I find that the program's academically-induced emotional rollercoaster serves to strengthen students'…
Mechanisms of Organizational Commitment
How do organizations that make significant physical, emotional, and intellectual demands foster commitment and loyalty from voluntary participants? Greedy institution theory (Coser ) answers this question by identifying structural elements that foster participants' undivided commitment to “greedy” groups, those in which participants' involvement interferes with and takes precedence over their involvement in other social spheres. In this article, …
Correcting Behaviors and Policing Emotions
This study examines interactions surrounding the transmission, enforcement, and assessment of compliance with feeling rules. Using ethnographic data, I investigate how actors within an organization that prepares low-income black and Latino students to attend elite boarding schools serve as bothemotional socializers, transmitting particular feeling rules, andemotional gatekeepers, enforcing and assessing compliance with those rules. I find that it…
Cohorts, ''Siblings,'' and Mentors
How can an organization help participants increase their social capital? Using data from an ethnographic study of Launch, an organization that prepares low-income students of color to attend elite boarding schools, I analyze how the organization's structures not only generate social ties among students but also stratify those ties horizontally and vertically, thereby connecting students to a set of social contacts who occupy a range of hierarchic…
Engineered Struggle and "Earned" Success
This paper examines how a nonprofit organization prepares low-income Black and Latino/a students to attend elite boarding high schools. Using ethnographic data, I investigate how the program engineers the experience of academic and emotional struggle for students, how students experience these struggles, and what students learn from this process. I find that the program's academically-induced emotional rollercoaster serves to strengthen students'…
Social Position or School Participation? Access and Mobilization of Social Capital in a School-Based Network
Through school-based networks, parents obtain information, practical help, and other resources. Because networks vary by size and structure, access to these resources is uneven. What accounts for differences in access to social ties and in the mobilization of those ties to provide resources? In this article, we analyze a network of mothers of eighth graders at a Philadelphia public school. With a near-complete census of network ties, we explore m…
It's Who You Know (and Who You Are)
Social capital is broadly beneficial, but parents reap particular benefits from network ties. Schools are key organizations through which parents develop ties. In this article, we examine school-based networks that provide valuable resources. What factors are associated with greater access to key resources such as child care, parenting advice, and educational information? Using network data from mothers of eighth graders, we employ qualitative co…
Powered Down
What types of interactions facilitate the redistribution of power across institutional roles? To answer this question, the author draws on ethnographic data from two organizations attempting to shift the conventional power relations within their respective institutions: a private philanthropic foundation seeking to transfer control over its grant making to a community-based board and a democratic school designed to give students and adults an equ…
Filling the collective-practice gap
Participatory-democratic organizations seek to redistribute decision-making authority, but doing so raises a practical question: how do participants learn to exercise that authority in nonhierarchical, collective ways? This paper theorizes how participatory-democratic organizations address what I term the collective-practice gap: the gap between the individualistic capacities shaped in hierarchical institutions and the relational, participatory c…
Psychology (6 obras) · Social Psychology (6 obras) · Sociology (6 obras) · Ethnography (5 obras) · Political science (5 obras) · Public relations (5 obras) · Elite (4 obras) · Management and Organizational Studies (3 obras) · Social capital (3 obras) · Social Capital and Networks (3 obras)