Disciplined to diversity: learning the language of multiculturalism

Voyer, Andrea

doi:10.1080/01419870.2011.552620

Cited by 16 publications

(9 citation statements)

References 12 publications

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“…Other researchers have addressed the influence of diversity‐related work in other kinds of organizations, such as primary and secondary schools (see Lewis ; Perry ; Pollock ; Valenzuela ), corporations (see Kalev, Dobbin, and Kelly ), civic organizations (see Eliasoph ), and diversity‐trainer training (see Voyer ). None of these studies, however, addresses institutional settings that systematically highlight structural racism and inequality, and only Voyer () studies a context with an explicit multicultural approach.…”

Section: Campus Racial Climatementioning

confidence: 99%

Beyond the Numbers: Institutional Influences on Experiences With Diversity on Elite College Campuses

Warikoo

Deckman

2014

Sociological Forum

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Abstract:In this paper we bring together the burgeoning qualitative literature on the socializing influence of residential colleges; the predominantly survey-based literature on campus racial climate; and the literature on diversity work in organizations, to analyze how two elite universities' approaches to diversity shape students' experiences with and feelings about diversity. We employ 77 in-depth interviews with undergraduates at two elite universities, and find that while the universities appear comparable on measures of student demographics and overall diversity infrastructure, they take different approaches. These varying approaches lead to important differences in student perspectives. At the university that takes a power analysis and minority support approach, students who participate in minority-oriented activities develop a critical race theory perspective, while their white and non-participating minority peers frequently feel alienated from that programming. At the university that takes an integration and celebration approach, most students embrace a cosmopolitan perspective, celebrating diversity while paying less attention to power and resource differences between racial groups. The findings suggest that higher education institutions can influence the race frames of students as well as their approaches to multiculturalism, with implications for their views on a variety of important diversity-related issues on campus and beyond.

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Section: Campus Racial Climatementioning

confidence: 99%

Beyond the Numbers: Institutional Influences on Experiences With Diversity on Elite College Campuses

Warikoo

Deckman

2014

Sociological Forum

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“…Once established, reifications of symbolic boundaries that can be inclusive of immigrants come to have a life of their own, operating as seemingly imposed and exterior forces on the public construction of selves, communities and even nations (Kymlicka, 2007;Voyer, 2011a). Disciplinary procedures (Foucault, 1972(Foucault, , 1977 maintain the hegemonic terms of solidarity by providing implicit and explicit motivations for adopting the outlook and style of communication associated with moral worth in an inclusive society.…”

Section: Disciplinementioning

confidence: 97%

“…Generalized, broad understandings about what it means to be moral, modern and multicultural shape the possibilities for the public constitution and performance of immigrant culture and identity (Voyer, 2011a). Immigrants are disciplined as cultural subjects in the same sense that others are required to demonstrate their moral worth through performance of a worthy self.…”

Section: Situation Of the Newly Incorporatedmentioning

confidence: 99%

Notes on a cultural sociology of immigrant incorporation

Voyer

2013

Am J Cult Sociol

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I lay out a scheme for understanding immigrant incorporation as social solidarity achieved through the application of widely shared meanings, categories of perception, moral distinctions and manners of speech pertaining to social membership. The inclusion of immigrants is accomplished through the symbolic construction of community boundaries that include newcomers, the reification of symbolic distinctions in identifiable practices, and the censure and exclusion of problematic elements of diversity. This cultural sociology of immigrant incorporation draws upon Alexander's work on the multicultural mode of incorporation in the civil sphere, Bakhtin's thinking regarding centripetal and centrifugal forces in language, and Foucault's conception of discipline. Empirical material from Sweden and the United States supports the theory.

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“…For the last 10 years, my university's orientation for new full‐time instructors has included a workshop on classroom climate, which I cofacilitate each year with a different instructor from the event planning team. In the session, we present some of the research on classroom incivilities (e.g., Boice ) and the “Ouch/Oops” model from diversity training (Voyer ) as a potentially useful tool: say “oops” if you believe you said something objectionable (and can then correct yourself), or “ouch” if someone else's comment is objectionable. This model does not necessarily require people to explain themselves, thereby allowing conversation to continue, while still acknowledging injurious language.…”

Section: Personal Identities Of Educational Developersmentioning

confidence: 99%