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• W2007207961 abstract "~j ho fails and who succeeds in America's schools? For sociologists of education, the significance of this question rests with the fact that academic performance is socially stratified. Some social groups repeatedly outstrip the academic performance of others. But while sociologists of education have become reasonably adept at identifying group and even subgroup differences in educational achievement, we still struggle to explain why and how these differences emerge. Relying on what is said and left unsaid in the articles by Paul W. Kingston, Maureen T. Hallinan, and Carol Schmid in this issue, I argue that the inadequacy of our explanations rests, in part, with our failure to make sense of social identity in all its complexity. If we understand social identity to be how people are differentially positioned in the social world, then any one individual reflects multiple social identities. In addition, these identities are simultaneously structured and cultured and operate differentially across place and time. However, the traditions that generally characterize sociologists' efforts to make sense of group differences in achievement have differentially denied this more complex rendering of how people are positioned in the social world. In some cases, social positionings have been reduced to variables, and the operation of structure and culture has been absent from or oversimplified in the analyses. In other cases, the operation of structure and/ r culture has been explicitly explored, but the multiple ways in which people were situated in relation to these phenomena have been denied. And when we attend more closely to how structure and culture have actually been rendered in such analyses, we see that meaning making has often been stripped from articulations of culture and structure has been regularly overemphasized as a macrosociological phenomenon that is static across place and time. There is, however, a growing body of work that situates people in the social world in ways that more complexly indicate how structure and culture operate simultaneously to affect achievement outcomes. Before I provide a more precise account of how previous discussions of achievement differentials have elucidated sociologists' struggle to make sense of why some students fail and others succeed in America's schools, I elaborate more fully on what it would mean to render social identity as a more complex social phenomenon." @default.
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• W2007207961 date "2001-01-01" @default.
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• W2007207961 title "Comment: Making Sense of the Complexity of Social Identity in Relation to Achievement: A Sociological Challenge in the New Millennium" @default.
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• W2007207961 doi "https://doi.org/10.2307/2673260" @default.
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