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The development of social movement p...

Turk-Bicakci, Lori A.

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The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000./
Author:	Turk-Bicakci, Lori A.
Description:	242 p.
Notes:	Adviser: Steven Brint.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281696
ISBN:	9780549226932

The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000.
Turk-Bicakci, Lori A.

The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000. - 242 p.

Adviser: Steven Brint.

Thesis (Ph.D.)--University of California, Riverside, 2007.

During the 1970s, women's and ethnic studies were newly developing curricula in American higher education. Together, they form social movement fields of study. Four perspectives are introduced to frame this type of curricular change: institutional shifts, economic forces, institutional embeddedness in society, and a drive for legitimacy. The latter two perspectives contribute the most to a guiding framework under which to assess development. Two manifestations of social embeddedness are massification, in which the number and types of students that attended college expanded rapidly after policy and social changes, and increased awareness of social inequality. The Civil Rights, Women's, and Student Movements, centered on issues of social inequality, were important factors in the genesis of these fields. Drawing from social movements theory, the establishment of women's and ethnic studies can be characterized as a spin-off movement from these larger movements. In addition to the importance of these factors on development, other campus characteristics will be assessed to determine the pattern of development.

ISBN: 9780549226932Subjects--Topical Terms:

1017673
Black Studies.

The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000.
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100 1 $a Turk-Bicakci, Lori A. $3 1269350
245 1 4 $a The development of social movement programs and departments in higher education: Women's and ethnic studies from 1975 to 2000.
300 $a 242 p.
500 $a Adviser: Steven Brint.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797.
502 $a Thesis (Ph.D.)--University of California, Riverside, 2007.
520 $a During the 1970s, women's and ethnic studies were newly developing curricula in American higher education. Together, they form social movement fields of study. Four perspectives are introduced to frame this type of curricular change: institutional shifts, economic forces, institutional embeddedness in society, and a drive for legitimacy. The latter two perspectives contribute the most to a guiding framework under which to assess development. Two manifestations of social embeddedness are massification, in which the number and types of students that attended college expanded rapidly after policy and social changes, and increased awareness of social inequality. The Civil Rights, Women's, and Student Movements, centered on issues of social inequality, were important factors in the genesis of these fields. Drawing from social movements theory, the establishment of women's and ethnic studies can be characterized as a spin-off movement from these larger movements. In addition to the importance of these factors on development, other campus characteristics will be assessed to determine the pattern of development.
520 $a Using a sample of 293 four-year American colleges and universities, patterns of development and key influences on the persistence of women's and ethnic studies programs and departments between 1975 and 2000 are assessed. Findings from generalized estimating equations suggest that the size of the institution, its curricular emphasis on the arts and sciences, and visibility of non-traditional students are important influences on the persistence of social movement programs and departments. Little support is found for the influence from student activism, and little differentiation is found based on campus characteristics. The widespread presence of women's and ethnic studies on campuses signifies their institutionalization in higher education and is one representation of higher education as a socially embedded institution.
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