| LDR | | 00000nmm u2200205 4500 |
| 001 | | 000000330892 |
| 005 | | 20241105173239 |
| 008 | | 181129s2018 ||| | | | eng d |
| 020 | |
▼a 9780438127258 |
| 035 | |
▼a (MiAaPQ)AAI10903120 |
| 035 | |
▼a (MiAaPQ)umichrackham:001147 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 049 | 1 |
▼f DP |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Bentley, Tabitha C. |
| 245 | 14 |
▼a The Color of Commitment: Social Change, the Development of Collective Commitment toward Collective Action, and the Negotiation of Race. |
| 260 | |
▼a [S.l.] :
▼b University of Michigan.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 312 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Pamela Ann Moss. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Michigan, 2018. |
| 520 | |
▼a Background/Context: Theory suggests that improving the education system and improvement of educational outcomes will require collective action generated by cross-sector partnerships. Yet as multi-sector groups attempt to pursue collective work, |
| 520 | |
▼a Purpose/Focus of Study: The purpose of this study was to examine how collective action (via cross-sector partnership work) has been and could be used to address large social problems, and how collective commitment contributes to the success (or |
| 520 | |
▼a Research Design: I first present a review and synthesis of four historical cases that examine how collective commitment and action was established and pursued within two grassroots (community-based) initiatives and two grass-high initiatives (in |
| 520 | |
▼a Second, I provide an extended case study of a local grass-high initiative--Highland County My Brother's Keeper-- where I spent a year researching and working with the initiative as it evolved. I addressed the same questions as with the historica |
| 520 | |
▼a Lastly, I use critical race theory (CRT) to challenge the narrative of all cases, and examine evidence of how White interest-convergence was employed as a racial negotiation strategy across all 5 cases. |
| 520 | |
▼a Conclusions/Implications: I find that the grass-high initiatives attracted powerful people to the table, yet the initiatives pursued by the grassroots cases were more sustainable, and these groups were also more successful in developing collecti |
| 590 | |
▼a School code: 0127. |
| 650 | 4 |
▼a Educational sociology. |
| 690 | |
▼a 0340 |
| 710 | 20 |
▼a University of Michigan.
▼b Educational Studies. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0127 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15000611
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자
▼b 관리자 |