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Sociology ETDs
Publication Date
7-1-2011
Abstract
In this thesis, I examine the changing conceptualization of what is called the at-risk' or disadvantaged student from 1960-2009. Using components of theory on education as an institution, the construction of knowledge, and racial formation theory, I specifically argue that research reviews and federal policy serve as sites where these core concepts in educational discourse and policy continually go through a process of rearticulation and legitimation. I use one journal, the Review of Educational Research, to examine this relationship over 50 years, from 1960-2009. I use a quantitative content analysis of research abstracts to explore 1.) how the concept of the 'at-risk student' is rearticulated between 1960-2009 and 2) how this is possibly legitimated through research discourse and changing educational policy over changing sociopolitical climates. I do this by tracing the trajectory of the change in conceptualization with changing policy and political regimes. Twenty-one individual level categories defining the 'at-risk' students emerge and are tracked over time. I conclude by discussing how the relationship between research discourse on the 'at-risk student' and federal policy directed toward the 'at-risk' mutually influence each other using legitimating effects so that this concept remains a stable instrument to structure society. Implications for diversity are discussed.
Degree Name
Sociology
Level of Degree
Masters
Department Name
Sociology
First Committee Member (Chair)
Lopez, Nancy
Second Committee Member
Ibarra, Roberto
Third Committee Member
Fiala, Robert
Keywords
Children with social disabilities--Education, Youth with social disabilities--Education, Student assistance programs, Educational equalization
Language
English
Document Type
Thesis
Recommended Citation
Beals, Rebecca. "Constructing the "At-Risk" Student in Education: A Sociopolitical Analysis from 1960-2009." (2011). https://digitalrepository.unm.edu/soc_etds/4