Stand-up comedy is a rich arena of sociological inquiry that enables social actors to utter bold truths in a way that educates rather than offends. As such, stand-up comedy can inform conversations around potentially “thorny” issues like racial inequality. This article draws on primary qualitative content analysis of the work of Kura Forrester, a female, Indigenous comedian in Aotearoa New Zealand, to illustrate the potential of comedians and the medium of stand-up comedy as agents of change. We employ the concepts “parrhesia,” “critical public pedagogy,” and “prefiguration” to argue that stand-up comedy provides a valuable opportunity to challenge racist stereotypes, encourage critical reflection on “race-thinking,” and imagine out loud what an alternative, decolonial future in Aotearoa New Zealand might entail.
{"title":"Taking Stand-Up Seriously: Comedy as a Site for Imagining Decolonial Futures","authors":"Oskar Primbs, Marcelle C. Dawson","doi":"10.1111/soin.12585","DOIUrl":"https://doi.org/10.1111/soin.12585","url":null,"abstract":"Stand-up comedy is a rich arena of sociological inquiry that enables social actors to utter bold truths in a way that educates rather than offends. As such, stand-up comedy can inform conversations around potentially “thorny” issues like racial inequality. This article draws on primary qualitative content analysis of the work of Kura Forrester, a female, Indigenous comedian in Aotearoa New Zealand, to illustrate the potential of comedians and the medium of stand-up comedy as agents of change. We employ the concepts “parrhesia,” “critical public pedagogy,” and “prefiguration” to argue that stand-up comedy provides a valuable opportunity to challenge racist stereotypes, encourage critical reflection on “race-thinking,” and imagine out loud what an alternative, decolonial future in Aotearoa New Zealand might entail.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"81 ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Highlighting changes in education and organizational theorizing since the 1950s, this review integrates three perspectives for an organizational sociology of education. The structural perspective focuses on how the formal organization of resources, relationships, and information can influence student outcomes and inequalities through opportunities to learn. The network perspective highlights the role of informal interactions and interpretation as well as social and cultural capital to bring about changes. The ecological perspective illustrates how schools are affected by other schools (horizontal dimension), the educational bureaucracy (vertical dimension), and organizations outside schools (community dimension). An organizational perspective can concretize often abstract sociological topics on stratification, social reproduction, and socialization. The perspective can also reconceptualize often individualistic views on contemporary education issues like student well-being, teacher shortage, racial inequalities, and school politics. The review ends with a discussion on how to incorporate these organizational perspectives and how they can complement current studies in education, sociology, and public policy.
{"title":"An Organizational Sociology of Education: Using Structural, Network, and Ecological Perspectives to Study Schools","authors":"Jose Eos Trinidad","doi":"10.1111/soin.12583","DOIUrl":"https://doi.org/10.1111/soin.12583","url":null,"abstract":"Highlighting changes in education and organizational theorizing since the 1950s, this review integrates three perspectives for an organizational sociology of education. The structural perspective focuses on how the formal organization of resources, relationships, and information can influence student outcomes and inequalities through opportunities to learn. The network perspective highlights the role of informal interactions and interpretation as well as social and cultural capital to bring about changes. The ecological perspective illustrates how schools are affected by other schools (horizontal dimension), the educational bureaucracy (vertical dimension), and organizations outside schools (community dimension). An organizational perspective can concretize often abstract sociological topics on stratification, social reproduction, and socialization. The perspective can also reconceptualize often individualistic views on contemporary education issues like student well-being, teacher shortage, racial inequalities, and school politics. The review ends with a discussion on how to incorporate these organizational perspectives and how they can complement current studies in education, sociology, and public policy.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"74 ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Selective colleges have become more attentive to, and publicly supportive of, low‐income and first‐generation (LIFG) students over the last 20 years. However, despite claims of support, LIFG students report lower senses of campus belonging, satisfaction, and other important outcomes than do more affluent peers, suggesting a disjuncture between expressed and perceived support. This article draws on data gathered from 33 interviewees across 18 campuses, each of whom is from a low‐income and/or first‐generation background and involved in campus advocacy supporting LIFG students, to examine three questions: To what extent did interviewees perceive a disjuncture between campus stated support and meaningful support for LIFG students? What meaning did they draw from this disjuncture? Finally, what informed their perceptions? The findings show that interviewees indeed perceived a substantial disjuncture between expression and experience of support, which they interpreted as evidence that administrative support was disingenuous. This perception was driven by negative messages from administrators' words and actions.
{"title":"Talking the Talk and Walking the Walk: Low‐Income, First‐Generation Students' Perceptions of College Administrative Support","authors":"Elizabeth M. Lee","doi":"10.1111/soin.12582","DOIUrl":"https://doi.org/10.1111/soin.12582","url":null,"abstract":"Selective colleges have become more attentive to, and publicly supportive of, low‐income and first‐generation (LIFG) students over the last 20 years. However, despite claims of support, LIFG students report lower senses of campus belonging, satisfaction, and other important outcomes than do more affluent peers, suggesting a disjuncture between expressed and perceived support. This article draws on data gathered from 33 interviewees across 18 campuses, each of whom is from a low‐income and/or first‐generation background and involved in campus advocacy supporting LIFG students, to examine three questions: To what extent did interviewees perceive a disjuncture between campus stated support and meaningful support for LIFG students? What meaning did they draw from this disjuncture? Finally, what informed their perceptions? The findings show that interviewees indeed perceived a substantial disjuncture between expression and experience of support, which they interpreted as evidence that administrative support was disingenuous. This perception was driven by negative messages from administrators' words and actions.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"38 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As opposed to limiting the scope of anti‐Asian violence to “hate,” this article frames anti‐Asian violence as inextricable from U.S. empire. Building on Go (2020) American Journal of Sociology 125(5):1193, I theorize what I call the “imperial feedback loop” to conceptualize anti‐Asian violence within a postcolonial and transnational context. Using a series of life history interviews, I chart the pathways of two Cambodian American refugees along the migration‐to‐school‐to‐prison‐to‐deportation pipeline. I find that cyclical and intergenerational trauma, the criminalization of Cambodian youth, and refugee deportability sustains the psychological and structural violence of the imperial feedback loop. I relate these findings to Du Boisian scholarship on criminality and imperialism and Asian Americanist scholarship on refugee subjectivity. I conclude by suggesting the interruption of the imperial feedback loop through anti‐PIC and anti‐border organizing and scholarship that critiques the roots of imperial violence and builds toward abolitionist democratic futures.
与将反亚洲暴力的范围限制为“仇恨”相反，本文将反亚洲暴力框定为与美帝国密不可分。《美国社会学杂志》(American Journal of Sociology, 2020) 125(5):1193，作者将“帝国反馈循环”理论化，以概念化后殖民和跨国背景下的反亚洲暴力。通过一系列生活史访谈，我描绘了两名柬埔寨裔美国难民从移民到学校到监狱再到驱逐出境的历程。我发现，周期性和代际创伤、对柬埔寨青年的刑事定罪，以及难民被驱逐出境，维持了帝国反馈循环的心理和结构暴力。我将这些发现与杜波依斯关于犯罪和帝国主义的学术研究以及亚裔美国人关于难民主体性的学术研究联系起来。最后，我建议通过反PIC和反边界组织和批评帝国暴力根源并建立废奴主义民主未来的学术来中断帝国反馈回路。
{"title":"Lifetimes of Punishment: The Imperial Feedback Loop of Anti‐Asian Violence","authors":"Michael Nishimura","doi":"10.1111/soin.12579","DOIUrl":"https://doi.org/10.1111/soin.12579","url":null,"abstract":"As opposed to limiting the scope of anti‐Asian violence to “hate,” this article frames anti‐Asian violence as inextricable from U.S. empire. Building on Go (2020) American Journal of Sociology 125(5):1193, I theorize what I call the “imperial feedback loop” to conceptualize anti‐Asian violence within a postcolonial and transnational context. Using a series of life history interviews, I chart the pathways of two Cambodian American refugees along the migration‐to‐school‐to‐prison‐to‐deportation pipeline. I find that cyclical and intergenerational trauma, the criminalization of Cambodian youth, and refugee deportability sustains the psychological and structural violence of the imperial feedback loop. I relate these findings to Du Boisian scholarship on criminality and imperialism and Asian Americanist scholarship on refugee subjectivity. I conclude by suggesting the interruption of the imperial feedback loop through anti‐PIC and anti‐border organizing and scholarship that critiques the roots of imperial violence and builds toward abolitionist democratic futures.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136233106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Roos van der Zwan, Mara A. Yerkes, Janna W. Besamusca, Peter M. Kruyen, Chantal L. H. S. Remery
Evidence on the role of occupational differences in subjective working conditions during the pandemic is limited. However, an understanding of how such inequalities develop throughout the pandemic is needed to prevent an overall worsening of social inequality in society. We study occupational inequalities in subjective working conditions—work pressure and work‐life balance—throughout the pandemic. We use four waves of the representative, probability‐based COVID Gender (In)equality Survey Netherlands (COGIS‐NL), collected between April 2020 and November 2020 in The Netherlands. The results show that higher work pressure is reported during the pandemic compared to before the pandemic, particularly among managers and professionals and white‐collar workers. Occupational differences are also found in the probability of having difficulty combining work and care during the pandemic, with managers and professionals most likely to report having difficulty. These differences are no longer evident after controlling for respondent and job characteristics. This longitudinal evidence on occupational differences in subjective working conditions within the working population contributes to a better understanding of social inequalities arising and developing throughout the pandemic.
{"title":"What Role Do Occupational Differences Play in Subjective Working Conditions Throughout the COVID‐19 Pandemic?","authors":"Roos van der Zwan, Mara A. Yerkes, Janna W. Besamusca, Peter M. Kruyen, Chantal L. H. S. Remery","doi":"10.1111/soin.12574","DOIUrl":"https://doi.org/10.1111/soin.12574","url":null,"abstract":"Evidence on the role of occupational differences in subjective working conditions during the pandemic is limited. However, an understanding of how such inequalities develop throughout the pandemic is needed to prevent an overall worsening of social inequality in society. We study occupational inequalities in subjective working conditions—work pressure and work‐life balance—throughout the pandemic. We use four waves of the representative, probability‐based COVID Gender (In)equality Survey Netherlands (COGIS‐NL), collected between April 2020 and November 2020 in The Netherlands. The results show that higher work pressure is reported during the pandemic compared to before the pandemic, particularly among managers and professionals and white‐collar workers. Occupational differences are also found in the probability of having difficulty combining work and care during the pandemic, with managers and professionals most likely to report having difficulty. These differences are no longer evident after controlling for respondent and job characteristics. This longitudinal evidence on occupational differences in subjective working conditions within the working population contributes to a better understanding of social inequalities arising and developing throughout the pandemic.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frederick de Moll, Alyssa Laureen Grecu, Andreas Hadjar
Habitus plays a crucial part in Bourdieu's theory of sociocultural reproduction for understanding the persistence of inequalities in the education system. According to Bourdieu, students from homes that are heavily equipped with cultural capital develop a specific kind of habitus, that is, modes of perceiving, thinking, and acting, remarkably well‐adjusted to the expectations of teachers and educational institutions. However, research has rarely tried to measure what we refer to as students' academic habitus to highlight the different types of habitus that students might express toward school. Drawing on data from secondary students in Luxembourg, we employ a latent class approach to operationalize, measure, and explore students' academic habitus. Our investigation comprises three main steps: First, we develop a multifaceted understanding of students' habitus integrating diverse dispositions toward school and learning; second, we identify different academic habitus types: the habitus of excellence, the habitus of goodwill and loyalty, and the habitus of disengagement. Third, we examine how the three habitus types relate to different axes of inequality: socioeconomic status, cultural capital, family employment, gender, and immigrant background. Our typology of habitus bridges the qualitative literature on habitus with existing quantitative operationalizations. The findings show that students with a habitus of excellence are likely to hail from families with favorable parental employment and high cultural involvement.
{"title":"Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students<sup>1</sup>","authors":"Frederick de Moll, Alyssa Laureen Grecu, Andreas Hadjar","doi":"10.1111/soin.12578","DOIUrl":"https://doi.org/10.1111/soin.12578","url":null,"abstract":"Habitus plays a crucial part in Bourdieu's theory of sociocultural reproduction for understanding the persistence of inequalities in the education system. According to Bourdieu, students from homes that are heavily equipped with cultural capital develop a specific kind of habitus, that is, modes of perceiving, thinking, and acting, remarkably well‐adjusted to the expectations of teachers and educational institutions. However, research has rarely tried to measure what we refer to as students' academic habitus to highlight the different types of habitus that students might express toward school. Drawing on data from secondary students in Luxembourg, we employ a latent class approach to operationalize, measure, and explore students' academic habitus. Our investigation comprises three main steps: First, we develop a multifaceted understanding of students' habitus integrating diverse dispositions toward school and learning; second, we identify different academic habitus types: the habitus of excellence, the habitus of goodwill and loyalty, and the habitus of disengagement. Third, we examine how the three habitus types relate to different axes of inequality: socioeconomic status, cultural capital, family employment, gender, and immigrant background. Our typology of habitus bridges the qualitative literature on habitus with existing quantitative operationalizations. The findings show that students with a habitus of excellence are likely to hail from families with favorable parental employment and high cultural involvement.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sociological InquiryEarly View Book Review Book Review: Menace to Empire: Anti-colonial Solidarities and the Transpacific Origins of the US Security State, by Moon-Ho Jung. University of California Press, Berkeley, Berkeley. 2022. 368 pp. $29.95 cloth. ISBN: 9780520397873 Shu Wan, Corresponding Author Shu Wan [email protected] University at BuffaloSearch for more papers by this author Shu Wan, Corresponding Author Shu Wan [email protected] University at BuffaloSearch for more papers by this author First published: 19 October 2023 https://doi.org/10.1111/soin.12580Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
《社会学调查》书评书评:《帝国的威胁:反殖民团结和美国安全状态的跨太平洋起源》，作者:郑文浩。加州大学出版社，伯克利，伯克利。2022。368页，售价29.95美元。ISBN: 9780520397873 Shu Wan，通讯作者Shu Wan [email protected]美国布法罗大学(University at buffalo)查询作者更多论文，通讯作者Shu Wan [email protected]美国布法罗大学2023年10月19日https://doi.org/10.1111/soin.12580Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要在包含问题之前的早期视图在线记录版本相关信息
{"title":"Book Review: Menace to Empire: Anti‐colonial Solidarities and the Transpacific Origins of the US Security State, by Moon‐HoJung. University of California Press, Berkeley, Berkeley. 2022. 368 pp. $29.95 cloth. ISBN: 9780520397873","authors":"Shu Wan","doi":"10.1111/soin.12580","DOIUrl":"https://doi.org/10.1111/soin.12580","url":null,"abstract":"Sociological InquiryEarly View Book Review Book Review: Menace to Empire: Anti-colonial Solidarities and the Transpacific Origins of the US Security State, by Moon-Ho Jung. University of California Press, Berkeley, Berkeley. 2022. 368 pp. $29.95 cloth. ISBN: 9780520397873 Shu Wan, Corresponding Author Shu Wan [email protected] University at BuffaloSearch for more papers by this author Shu Wan, Corresponding Author Shu Wan [email protected] University at BuffaloSearch for more papers by this author First published: 19 October 2023 https://doi.org/10.1111/soin.12580Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Russell Jeung, Annelle Maranan Garcia, Annie Bae, Christina (Krysty) Shen, Joseph Malasa
The national movement for Asian American Studies (AASs) curriculum at the K‐12 level has burgeoned during the COVID‐19 pandemic and the subsequent surge of anti‐Asian hate. Seventeen states proposed legislation requiring AAS content in their public schools and ten states have now mandated it. Using case studies of two states, Illinois and New Jersey, this article details how community activists and elected legislators framed their campaigns to successfully pass their bills. In both states, the campaigns utilized diagnostic frames from the broader Asian American movement. However, they also incorporated and developed prognostic frames and motivational frames more resonant with the current moment. Notably, stakeholders focused on organizing around a winnable issue, with an emphasis on racial bullying in New Jersey and multiracial solidarity and inclusion in Illinois.
{"title":"“Urgently Needed to Protect Asian American Children and Families”: The Social Movement for Asian American Studies at K‐12 Grades","authors":"Russell Jeung, Annelle Maranan Garcia, Annie Bae, Christina (Krysty) Shen, Joseph Malasa","doi":"10.1111/soin.12573","DOIUrl":"https://doi.org/10.1111/soin.12573","url":null,"abstract":"The national movement for Asian American Studies (AASs) curriculum at the K‐12 level has burgeoned during the COVID‐19 pandemic and the subsequent surge of anti‐Asian hate. Seventeen states proposed legislation requiring AAS content in their public schools and ten states have now mandated it. Using case studies of two states, Illinois and New Jersey, this article details how community activists and elected legislators framed their campaigns to successfully pass their bills. In both states, the campaigns utilized diagnostic frames from the broader Asian American movement. However, they also incorporated and developed prognostic frames and motivational frames more resonant with the current moment. Notably, stakeholders focused on organizing around a winnable issue, with an emphasis on racial bullying in New Jersey and multiracial solidarity and inclusion in Illinois.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"1 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The breakout and spread of the SARS‐COV‐2/COVID‐19 virus in early 2020 caused a drastic increase in blatant racism and microaggressions against Asians/people of Asian descent. The rise of anti‐Asian racism can be viewed as a repeat of a century‐long narrative of Yellow Peril against Asian newcomers in western societies. While some reports/studies explained the phenomenon with the hegemony of race relations, it is imperative to examine the experiences of anti‐Asian racism in the context of the fast‐changing geopolitical economy and transcultural relations. Using the conceptual frameworks of Intellectual Migration and transculturalism, this study examines how the rise of anti‐Asian racism during the COVID‐19 pandemic affected Chinese international students in Nova Scotia and if their experience of racialization was critical enough to change their post‐graduation plan of staying in Canada or not. In order to provide an overview of international student experiences in Nova Scotia and to assess the significance of ethnicity and racism as factors in student mobility, we analyzed the data from two research projects. First, survey and individual interview data from the IM (Intellectual Migration) Halifax project provided detailed insights on Chinese international students' study and living experiences during the pandemic and their post‐graduation plans. Second, survey and focus group data from the NSIS (Nova Scotia International Students) project allowed a comparison of pandemic experiences between Chinese and other international students in the province of Nova Scotia. This case study aimed to examine the experiences of racialization among Chinese international students in Nova Scotia and assess the extent to which their post‐graduation mobility is shaped by racialization.
{"title":"Transculturality, Anti‐Asian Racism and Student Mobility: A Case Study of Chinese International Student Experiences during the COVID‐19 Pandemic<sup>1</sup>","authors":"Min‐Jung Kwak, Eugena Kwon, Lucia Lo, Gowoon Jung","doi":"10.1111/soin.12577","DOIUrl":"https://doi.org/10.1111/soin.12577","url":null,"abstract":"The breakout and spread of the SARS‐COV‐2/COVID‐19 virus in early 2020 caused a drastic increase in blatant racism and microaggressions against Asians/people of Asian descent. The rise of anti‐Asian racism can be viewed as a repeat of a century‐long narrative of Yellow Peril against Asian newcomers in western societies. While some reports/studies explained the phenomenon with the hegemony of race relations, it is imperative to examine the experiences of anti‐Asian racism in the context of the fast‐changing geopolitical economy and transcultural relations. Using the conceptual frameworks of Intellectual Migration and transculturalism, this study examines how the rise of anti‐Asian racism during the COVID‐19 pandemic affected Chinese international students in Nova Scotia and if their experience of racialization was critical enough to change their post‐graduation plan of staying in Canada or not. In order to provide an overview of international student experiences in Nova Scotia and to assess the significance of ethnicity and racism as factors in student mobility, we analyzed the data from two research projects. First, survey and individual interview data from the IM (Intellectual Migration) Halifax project provided detailed insights on Chinese international students' study and living experiences during the pandemic and their post‐graduation plans. Second, survey and focus group data from the NSIS (Nova Scotia International Students) project allowed a comparison of pandemic experiences between Chinese and other international students in the province of Nova Scotia. This case study aimed to examine the experiences of racialization among Chinese international students in Nova Scotia and assess the extent to which their post‐graduation mobility is shaped by racialization.","PeriodicalId":47699,"journal":{"name":"Sociological Inquiry","volume":"244 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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