How does status consumption operate among the middle classes in less industrialized countries (LICs)-those classes that have the spending power to participate effectively in consumer culture? Globalization research suggests that Bourdieu's status consumption model, based upon Western research, does not provide an adequate explanation. And what we call the global trickle-down model, often invoked to explain LIC status consumption, is even more imprecise. We study the status consumption strategies of upper-middle-class Turkish women in order to revise three of Bourdieu's most important concepts-cultural capital, habitus, and consumption field-to propose a theory specific to the LIC context. We demonstrate that cultural capital is organized around orthodox practice of the Western Lifestyle myth, that cultural capital is deterrltorialized and so accrues through distant textbook-like learning rather than via the habitus, and that the class faction with lower cultural capital Indigenizes the consumption field fo sustain a national social hierarchy.
This manuscript considers the political attitudes of Black students at Historically Black Colleges and Universities using a 2015 sample of first-year respondents. In response to this special issue's call to consider issues of student protest at Minority Serving Institutions, our manuscript offers empirical evidence on students' political dispositions at Historically Black Colleges and Universities. Indeed, understanding the civic dispositions and political ideologies of Black students at Historically Black Colleges and Universities is not only a timely topic, but also a necessary one if we are to understand the future political engagement of an increasingly diverse nation (Lefever, 2005; Williamson, 2008).
This chapter addresses emerging voices in the assessment process. These emerging voices include a variety of newly assessed aspects of student identity. Emerging voices also include new institutional participants and unique collaborations previously not commonly considered in the assessment process.
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