Social Context Research

Social Context is Ubiquitous and Multidimensional

Consider a Russian nested doll. Broadly conceived, it can represent the notion that one's place in the world is inherently embedded inand simultaneously shaping ofother forces that range in proximity and visibility. Whether the forces function for or against us, we unavoidably enter a world with stacked, that is, preexisting material conditions that shape our options and influence our conduct and consciousness.

These conditions are multiple in nature, involving a complex gestalt of historical, political, cultural, economic, social, intrapsychic, and idiosyncratic dynamics. To illustrate, consider the following hypothetical situation. A researcher wants to understand why a particular eighth-grade White male, Sean, bullied a Black male classmate, James. Selected perspectives that the research process might reveal include the following: Like his twin brother, Patrick, Sean is one of the tallest and strongest students at his middle school. Admired as a leader by his tight group of friends, he's a hardworking center on the school's basketball team. His playing time has recently been reduced because of several Black transfers whose overall athleticism clearly outshines his. Sean is a below-average student who discourages quickly when he meets academic challenges. His policeman father is a Vietnam [Page 783]veteran, a Rambo fan, and a recovering alcoholic who abused his wife physically and emotionally upon his return from Vietnam. Initially sympathetic to her husband's traumatic war experience, Sean's mom increasingly stood up to the abuse and is a major catalyst behind his dad's turnaround.

James is physically small but possesses sizable wit, intelligence, and academic capability. The only child of two professors, he is reserved in manner, though his insightful and sarcastic sensibilities are occasionally on display in class discussions.

Historically 99% Caucasian, the middle school has witnessed a 15% increase in Black and Hispanic enrollment over the last five years. Incidence of bullying has risen 5% during this period. The school board has debated a zero tolerance policy but by a narrow margin has rejected such a policy, publicly expressing its fear of inflexibility toward unforeseen, extenuating circumstance. Multicultural sensitivity workshops for teachers, staff, and students were instituted four years ago, but a recessionary economy has created budgetary constraints, limiting these required workshops and substituting more sporadic, informal, voluntary discussions. It is known that the school principal views these sessions as well-intended but frustrating and unproductive.

The point of presenting this scenario is not to solve it, but, in concert with the reader's own interpretative framework and imaginative analysis, to suggest that to approximate a rich understanding of the processes at work culminating in Sean's (and not Patrick's) behavior around bullying, a host of multilayered, contextual factors must be explored, illuminated, compared, and synthesized. To do so well, curriculum studies researchers ideally seek to approach their work with several key understandings and commitments, explicated in the subsequent sections.

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