&lt;em&gt;Josephs without Pharaohs: The Du Boisian Framework for the Sociology of Education&lt;/em&gt;

INTRODUCTIONBlacks are generally disadvantaged at both the macro and micro levels of U.S. society. At the macro level, Blacks have historically suffered from low rates of social mobility. This holds whether mobility is measured as educational attainment (Kao & Thompson, 2003), residential mobility (Massey & Denton, 1993), or wealth accumulation (Oliver & Shapiro, 2006). At the micro level, Black students in U.S. schools are more likely than students from other backgrounds to have negative interactions with peers, teachers, and other school authority figures (Solorzano, Ceja, & Yosso, 2000). Both levels of inequality contribute to racial disparities in educational experiences and outcomes (Diamond, 2006). How should sociologists of education conceptualize these dual processes?As early as 1898, Du Bois argued that Blacks' micro level educational realities-number and condition of schools, illiteracy rates, and being unwelcome in schools and colleges with Whites - were inseparable from a macro level peculiar environment (Du Bois, 1898). Denials of Black humanity, anti-Black discrimination, fear of large scale Black socioeconomic mobility, and resistance to widespread educational opportunities for Blacks characterized this environment. Paradoxically, it would take education for Blacks to fully recognize the extent of their oppression. Because Du Bois articulated the interplay between education and oppression in this way, his writings and speeches on education reveal an innovative conceptualization of the macro-micro link. His work, therefore, also presents one resolution to the macro-micro issue within the sociology of education (Hammersley, 1984; Mehan, 1992; O'Connor, Lewis, & Mueller, 2007; Shilling, 1992; Willmott, 1999).In this article, the author outlines a Du Boisian framework for the sociology of education. The framework is based on Du Bois's numerous writings and speeches about the education of Black students. Also considered are sections of his major works (e.g., The Souls of Black Folk, 1994) that touch on education. The author uses Du Bois's work as qualitative data from which to generate a grounded theoretical framework (Glaser & Strauss, 1967). Doing so demonstrates one way to connect Du Bois's broader educational philosophy to the investigation of specific educational realities facing Black students today. Du Bois is quoted at length whenever possible to enter his own words into the lexicon of the sociology of education, from which he currently remains largely absent.The Du Boisian framework's central problematic is the macro-micro feedback loop between racial inequalities in the U.S. political economy (Marable, 2000) and discriminatory treatment of Black students in schools (see Figure 1). The feedback loop perpetuates multigenerational educational inequality. That is, discriminatory treatment of Black students in schools is made possible by, and reinforces for another generation, racial inequalities in political economy. Du Bois's theoretical points of view on education will be identified as neo-Marxism (Bowles & Gintis, 1972, 2002, 2013) at the macro level and structuration theory (Giddens, 1984) at the micro level. Given the framework's central problematic of the macro-micro feedback loop, it is not surprising that both points of view focus on the bidirectional relationship between individuals and society, or agents and structures.The Du Boisian framework reconceptualizes issues currently facing Black students, who are the focus of much sociological and educational research (see O'Connor, Lewis, & Mueller, 2007). Issues are seen as ways in which political economic inequalities affect another generation of Black youth through or by way of the institution of schooling. This new intuition applies both within and between schools. Individual schools, even racially integrated ones, can be internally organized on the basis of race. Furthermore, the distribution of educational opportunity between schools and neighborhoods in the U. …

Topic: Social and Cultural Dynamics
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences