Cultural Sidelining: How Campus Cultures across University Contexts Shortchange Working-Class Hispanic Students

Abstract

As organizations that privilege the interests and behaviors of a White middle class, universities institutionalize processes that undermine both the preparation and contributions of students from working-class backgrounds and racial/ethnic minoritized groups such as Hispanics. While studies have documented how universities carry out forms of class or racial exclusion, how racial exclusion is embedded in university class cultural practices is less understood. Understanding how class processes that are linked to racial objectives inhibit Hispanic student development is important not solely due to the group’s growing representation in college but also because such information facilitates an understanding of how universities legitimize racial hierarchies. Drawing on theories of racialized organizations and cultural reproduction, I compare how working-class Hispanic students attending a moderately selective institution and their co-ethnic counterparts attending a less selective, regional university contend with class cultural hierarchies that impact their growth and inclusion. I propose that universities engage in a practice of cultural sidelining. Students are unable to exercise elements of sidelined class cultures depending on the set of behaviors endorsed on campus. Sidelining enables organizations to draw on social class practices to carry out divergent forms of racial exclusion.

Research on the Construction of University Cultural Brand IP Driven by Network Cloud Platform Technology

“…Lauren, L et al argue that cultural differences also exist in universities and that there is a close correlation between culture and politics, and summarize the main cultural classes that exist in colleges and universities by exploring the family backgrounds of different students [7]. Nidia, G. A et al argue that the process of institutionalization of universities breaks down the uniformity of students' backgrounds and classes, and that the culture of colleges and universities is no longer monolithic but is progressively more diverse [8]. Jack et al demonstrate the attitudes and practices of different students in the face of a culture of authority through in-depth interviews with students at elite universities [9].…”

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