Rey, Terry; White, Sydney Davant; Swidler, Leonard J.; Goyette, Kimberly A. (Temple University. Libraries, 2014)
      This dissertation is a sociological exploration of Korean Protestant immigrant churches in the United States and the influence of Confucian traditions on them. Neo-Confucianism was accepted as the state ideology in Korea in the late fourteenth century, and its influences are still strong in Koreans' expressions of thought and worldviews, and Korean immigrants in the United States are no exception. Confucian elements are observed not only in Korean Protestant churches in Korea but also Korean immigrant churches in the United States. Thus, it can be said that Korean immigrant churches have the characteristics of a transnational religious institution. Transnationally, Confucian characteristics affect Korean churches. Further, Confucian traditions are integral to a collective consciousness for Korean immigrants, and thus their relationships and manners, based on Confucian traditions and teachings, enable them to maintain and reinforce their social solidarity. Moreover, such Confucian teachings and cultural mores are inculcated in most Koreans' habitus. As social agents, church members use symbolic capital, such as age and Confucian manners, to gain higher status in the church. In particular, age can be considered generational capital that determines and legitimizes church members' positions. Indeed, Korean Protestant churches across the Pacific can be called Confucian Protestant churches, namely, Protestant churches imbued with Confucian traditions. Korean immigrant churches are transnational and socially cohesive religious institutions that are shaped profoundly by Confucian traditions inculcated in their adherents' habitus across seas and generations.
    • Social Space and Physical Space: Pierre Bourdieu's Field Theory as a Model for the Social Dynamics of the Built Environment

      Gordon, Lewis R. (Lewis Ricardo), 1962-; Rey, Terry; Margolis, Joseph, 1924-; Gordon, Jane Anna, 1976- (Temple University. Libraries, 2009)
      The notion of social space or field is a central but under-studied category in the philosopher and sociologist Pierre Bourdieu's theory of practice. The present study of social space is introduced with a contextual account of spatial models in the social sciences prior to Bourdieu that highlights the aptitude for relational spatial models to capture complex social phenomena. It then demonstrates how social space, as an empirically robust and epistemologically intuitive social-scientific model, facilitates the objective representation as well as the subjective understanding of social phenomena. The central thesis is that Bourdieu's reflexive sociology operates in large part by a multiform engagement with the (intuitive or conceptual, but always constructed) apprehension of space, an interpretation that suggests the integration of both physical and social spaces in a unified explanatory framework. A dialectical understanding of the relations between social space and physical space, drawn from the logic of Bourdieu's social theory, is argued for. This philosophical extension of Bourdieu's work is then applied to phenomena in which the reproduction of structures in social space is carried out in and through physical space, and vice versa. Two case studies, the first of office tower districts in contemporary cities and the second of deconstructionist architecture, reveal interactions between social organization and the built environment. The case studies, taken together, also demonstrate the virtue, inherent to a Bourdieuian approach, of explaining both the trends of relative stability and the instances of radical change that are observed in social phenomena.
    • What you know, who you know, where you live: understanding how habitus influences career selections among urban students

      Horvat, Erin McNamara, 1964-; Davis, James Earl, 1960-; Schifter, Catherine; Clark, Robert W.; Chessler, Marcy L. (Temple University. Libraries, 2015)
      Despite increasing gains in the number of African Americans obtaining university degrees, they remain underrepresented in many career paths. This dissertation examines how low-income, urban, African American students, who attend university, discover and select careers. By examining this process, I attempt to make more explicit the reasoning behind their career choices. Using a phenomenological approach, I investigated the lived experiences of 12 students who were part of an auxiliary educational program and who were attending a large research university in their home city. Bourdieu's concepts of habitus, social capital, and practice, along with the concept of code-switching, provided the framework to examine the student's experiences and choices. Interviews were also conducted with 2 staff members from the auxiliary program and 2 staff members from the university career center. All twelve students exhibited a strong sense of self-efficacy and expressed confidence about the career choices they made. However, they appear to make career choices based on very limited and generic career exposure opportunities. Recommendations for how to expose and encourage low-income, urban, African American students towards fields in which African Americans are underrepresented include more concentrated efforts to generate alternative networking/social capital building relationships, increasing the number of career research projects students complete while in high school, and more resources and support for guidance staff/career counselors at urban high schools.
    • Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing

      Cucchiara, Maia Bloomfield; Horvat, Erin McNamara, 1964-; Smith, Michael W. (Michael William), 1954-; Goldblatt, Eli (Temple University. Libraries, 2016)
      This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.