To cite this article: Josh Packard (2008) 'I'm gonna show you what it's really like out here': the power and limitation of participatory visual methods, Visual Studies, 23:1, 63-77,

Racial diversity is understood to play an important role for all students on the college campus. In recent years, much effort has gone into documenting the positive effects of this diversity. However, few studies have focused on how diversity impacts student interactions in the classroom, and even fewer studies attempt to quantify contributions from students of different races. Using Web blog discussions about race and religion, the authors uncover the differences in contributions black and white students make to those discussions. The implications of these findings are important for scholars interested in how diversity impacts student learning, and for policymakers advocating on behalf of affirmative action legislation.

Institutionally organized religious life in the United State is undergoing a dramatic transformation. While individual beliefs and practices remain relatively stable, institutional affiliation and participation has declined dramatically. In this article, we explore the religious “Dones”—those who have disaffiliated with their religious congregations but, unlike the Nones, continue to associate with a religious tradition. Drawing on a unique dataset of 100 in-depth interviews with self-identified Christians, we explain the “push” and “pull” factors that lead a person to intentionally leave their congregations. We find that a bureaucratic structure and a narrow focus on certain moral proscriptions can drive people away, while the prospect of forming more meaningful relationships and the opportunities to actively participate in social justice issues draw people out. From these factors, we show that an “iron cage of congregations” exists that is ill-suited to respond to a world where religious life is increasingly permeable as people enact their spirituality outside traditional religious organizations. We conclude by questioning whether the spiritual lives of the Dones are ultimately sustainable without institutional support.

Diverse college campuses have been conclusively associated with a variety of positive outcomes for all students. However, we still know very little empirically about how student diversity directly impacts the core task of the university: classroom learning. While students vary based on race along a broad spectrum of experiences and backgrounds, we have yet to establish how those varying backgrounds might impact the ways students engage with course material. In this study, I examined student journals in order to understand how race influenced the ways students engaged with course material and found that black students are much more likely than their white student peers to find connections between course material and daily life, a central task of the sociological imagination. The results of these findings are important for sociologists in particular and educators in general as we seek to maximize the effects of increasingly diverse educational settings.

This article discusses how organizations can resist normative institutional pressures associated with the use of formally trained and credentialed professionals. This research draws on neoinstitutional theories of isomorphism and utilizes a framework of religious training developed by Finke and Dougherty (2002), which emphasizes both the social and religious capital gained during professionalization, to show that resistance to normative institutional pressures is possible. The data demonstrate that organizations which act to reformulate the role of religious professionals in a way which limits both the opportunities and ability of clergy to implement and maintain organizational routines and processes can successfully avoid normative institutional forces. This research draws on over 50 interviews and 100 hours of fieldwork with people in the Emerging Church, a religious movement that has arisen in the last 25 years as a response to increasing distrust of institutional authority. This study helps to close the gap between institutional studies of organizations and the sociology of religion by suggesting that some, currently overlooked, organizational activities can be more accurately understood as deliberate attempts to resist institutionalizing forces.