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Using the example of teachers implementing student advisories as part of a larger school reform effort, this article proposes a rethinking of the dichotomous relationship between disposition and deliberation posited by much of the sociological literature. Running student advisories may be a challenge for teachers if they lack the dispositions necessary for providing students with social–emotional support and guidance. Current sociological theory, however, is at odds with our cognitive understandings of how dispositions and deliberation interrelate in situations like the one described in this article where actors are tasked with changing their habits. To address this shortcoming, I draw on a qualitative analysis of observations, interviews, and focus groups of 21 teachers and administrators to develop a typology of the ways teachers use deliberative action to deal with such situations: traditionalists, who engage in deliberative action to maintain existing dispositions; transposers, who deliberatively apply existing alternative dispositions to the situation; and cultivators, who do not possess the dispositions needed to succeed but engage in a deliberative process to develop them.

This article contends that the problem of classroom order rests less in the roles and compositions of classrooms than in the multidimensional nature of their social situations. Classroom order arises from the dynamic relationship between distinct situational requirements: the coordination of interaction into institutionalized patterns (routine) and the validation of participants' identities (ritual). Utilizing a unique data set of more than 800,000 turns of talk from 601 high school classrooms, the authors develop metrics for measuring the longitudinal accomplishment of routine (interactional stability) and ritual (interactional concord) and present two sets of analyses. The first analyses identify the antecedents to stability and concord, and the second examine how stability and concord shape the experiences and attitudes of classroom participants. Results indicate that activities and discourse combine to fulfill the requirements of ritual and routine in different ways, often meeting one at the expense of the other, and that the accomplishment of stability and concord has positive returns to classroom experiences, but in different ways for teachers and students.

AbstractSeveral decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.

We examined predictors of self-reported cross-racial interactions (CRIs) by exploring ego networks for 355 Black and White undergraduates at two predominantly White institutions (PWIs). One PWI was 67% White, and the otherPWI was only 50% White. Institution, 1st year status, and racial homogeneity of student network were significant predictors of CRI. Students at the less structurally diverse university (that was 67% White) reported fewer CRIs;students with racially homogeneous networks (i.e., where all alters/connections were the same race as each other) also reported fewer CRIs. In contrast, 1st yearstudents reported a higher number of CRIs. Network homophily (i.e., where alters/connections in a network were all the same race as ego--the student himor herself) did not significantly predict CRIs, and neither did parent education or ego's (i.e., the students') race or gender. There was one significant difference by race; however, a higher percentage of White students had racially homogeneous networks. The importance of structural, interactional, and curricular diversity in higher education is discussed.

AbstractThis exploratory study examined perceptions of care quality within parent‐pay youth treatment programmes such as therapeutic boarding schools, residential treatment centres, wilderness therapy programmes, and intensive outpatient programmes. Reflecting on their personal experiences as youths, 214 adults reported on a total of 75 different treatment settings. Two indices developed for this study measured participants' perceptions of quality of experience and the totalistic programme characteristics of their care settings. Regression analyses and ANOVA tests of means indicated a negative relationship between totalistic programme characteristics and quality of experience index scores. Significant relationships were not found between quality of experience and forcible transport, intake decade, or the amount of time in treatment.