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What drives organizational nonconformity to global corporate governance norms? Despite the prevalence of such norms and attendant conformity pressures, many firms do not adhere to them. We build on a political view of corporate governance to explore how different national institutional contexts and organizational conditions combine to produce over- and underconformity to global board independence norms. Using configurational analyses and data from banks in OECD countries, we identify multiple equifinal combinations of conditions associated with over- and underconformity. We also find that over- and underconformity have different drivers. We conjecture that while overconformity is associated with a shareholder–management coalition in liberal market economies, underconformity results from multiple complex combinations of national and organizational conditions that often include dominant blockholders, strong labor rights, and small organizational size. We leverage these findings to abduct theoretical insights on nonconformity to global corporate governance norms. Doing so sheds light on the role of power in conditioning the adoption of global practices and contributes to research on international corporate governance by informing discourse surrounding the globalization of markets. [ABSTRACT FROM AUTHOR]

This work extends examination of African American students' attitudes toward learning and achievement to contrast the oppositional culture (Ogbu and Fordham) and cultural integrity perspectives. We assessed 200 students' responses to classrooms designed to support competitive, individualistic, communal or high-verve thinking, and behavior. Students preferred activity structures and physical ecologies supporting the expression of communalism and high verve. Relationships with grade point average (GPA) were also examined. Interviews corroborated the questionnaires. Students' positive attitudes toward academic success are moderated by the value orientation of what must be done to succeed. Implications for reinterpreting students' resistant/disengaged behavior are discussed. [ABSTRACT FROM AUTHOR]

Students of Turkish heritage are overrepresented in basic secondary vocational schools and underrepresented in university-track academic secondary schools in Germany. Macro-level studies analyzing this achievement gap generally focus on the effects of family resources, institutional practices, and discrimination. Yet, the impact of macro-level factors, such as the effects of institutional mechanisms on students' identities, remains relatively unquestioned. Drawing on the ethnicization framework and utilizing in-depth interviews and ethnography, this study examines the social consciousness of a group of male Turkish descent students in German secondary school tracks. The study analyzes the relationship between social consciousness and the broader educational context, suggesting that this relationship involves ethnicized oppositional elements stemming not from culture but from class and ethnic stratifications affirmed and lived out in German schools on a daily basis. [ABSTRACT FROM AUTHOR]

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Ethnic differences in the endowment with social capital can exacerbate intergroup inequalities. Pursuing this argument, we first compare the educational compositions of friendship networks between Turkish minority and native majority adolescents in Germany. Second, we pick up notions from Oppositional Culture Theory (OCT) to examine how ethnic differences in the composition of friendship networks come about. In a sample of 2,419 students in 74 secondary schools, we focus on the effort, achievement, and anti-school behaviour of peers and the role these play in adolescents' friendship selection. Results from multilevel stochastic actor-oriented models reveal that Turkish minority adolescents prefer highly engaged and high-achieving peers as friends. Despite these preferences, Turkish minority adolescents' social networks still provide lower levels of social capital on aggregate than majority members' networks. We attribute this to systematic variation in the opportunity structure. Our results speak against the existence of anti-school norms among Turkish minority youth. Still, our study supports the OCT's notion that an ethnic group's structural positioning within society can result in selective acculturation processes and distinct patterns of social embeddedness. [ABSTRACT FROM AUTHOR]

For decades, any scholarly conversation about the academic achievement of youth of color, and especially Black youth, required at least a nod to the widely discussed topic of oppositional culture. In this review, we explore whether Black youth are burdened by a peer culture oppositional to dominant institutions and achievement norms. We begin by focusing on recent research addressing oppositional culture and find little to no support for the main propositions of this theory, even as the ideas remain popular in academic and lay circles. We then turn our attention to other recent research on Black youth's educational experiences and find evidence that these youth might be better understood as burdened by structural, institutional, and interpersonal racism that they and other minoritized students face in school. We conclude by offering suggestions for research moving forward, arguing that it is time to expand the conversation within sociology on Black youth. [ABSTRACT FROM AUTHOR]

Following the rise of Islamophobia, Muslims in the West have been experiencing increasingly challenging identity dilemmas. Canada is not an exception. This article, at the intersection of Critical Race Theory and post-colonial perspectives, analyzes the narratives of 13 highly educated Uyghur Muslim immigrants living in Quebec and some English provinces of Canada. Their stories show that many of them have become subject to multiple identity dilemmas common to other Muslim diaspora groups, while also facing some challenges unique to their own background. This article further highlights the Uyghur's experiences through a new angle: they all appear to have developed an us/Muslim immigrant vs. them/white Canadians' dichotomy. In the province of Quebec, their narratives reveal "oppositional consciousness" against the dominant white Quebecers, which is quite political, while in English provinces they may see their Muslim identity more as "oppositional culture" against the white English Canadians, which is much less political. [ABSTRACT FROM AUTHOR]

In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students' greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying hard in school and 1.50 times as likely to report they would be made fun of for trying hard in school. Social costs to trying hard in school were directly associated with less rigorous mathematics course-taking and indirectly associated with lower GPA in STEM courses through lower academic effort. [ABSTRACT FROM AUTHOR]

Oppositional culture theory posits that students who belong to oppressed ethnic minority groups define their ethnic identity in opposition to the majority of students. Minority students might restrict their achievements and effort in schools to gain popularity since they believe that their peers regard investing in pro-school attributes as a betrayal of their own culture and adaptation to the majority culture. Thus, peer pressure might explain why minority students' performance lags behind that of their majority peers. We tested this theory among 584 seventh- and eighth grade (13–14-year-old) students in 38 ethnically diverse Hungarian classrooms. We conducted a vignette experiment in which students rated the "coolness" of fictive vignette persons whose attributes (GPA, effort, and school behavior) were randomly combined. Each student rated 12 randomly chosen vignettes. We found that Roma students rated their peers as less popular if the peers had a good GPA in classrooms with high ethnic diversity. We did not find a significant Roma/non-Roma gap in pro-school attributes in other domains such as effort and school behavior, or in non-pro-school attributes in any domain. Accordingly, we conclude that differences in ethnic identity explain little of the Roma/non-Roma achievement gap in Hungarian schools. Therefore, oppositional culture between Roma and non-Roma students appears to occur in context-specific and sporadic ways in Hungary. [ABSTRACT FROM AUTHOR]

This essay explains why the respectability/anti-respectability dialectic surrounding black studies is limiting and explores how black studies can be moved out of this paradigm by embracing the "nigger" from the character of blackness rather than excising it. Topics covered include why respect as an instrument of proper citizenship is impossible for Black people, need for a nonsensical, degenerate and scatological nature of blackness and blackness as the natural object of dissent.

The validity of educational measurement of characteristics modelled in the structure of oppositional pairs is determined, among other things, on matching the rating scale to the properties of the operationalised variables. 270 people participated in the study of this issue. The results revealed the significance of the type of rating scale and its length in determining the results of characteristics measurement. [ABSTRACT FROM AUTHOR]

According to the influential "oppositional culture" account, we should expect black students as a group to be less likely to engage in school than their white counterparts because they are more likely to believe and act in opposition to academics. In contrast to this prediction, qualitative and quantitative researchers have almost uniformly deduced that black students hold similar or higher educational values, attitudes, and expectations as compared with whites. I pull from the rich literature on racial differences in educational attitudes and expectations to posit that instead of black students shirking education, black students are actually more likely to act in favor of education, and that this might help explain their higher net rates of college attendance as indicated in prior research. Using the Education Longitudinal Study of 2002 (ELS), I find that black students' higher rates of engagement in college-going behaviors mediate the relationship between race and college attendance so that race is no longer a significant predictor of attendance. Implications for how these results can address racial disparities in college attendance are discussed. [ABSTRACT FROM AUTHOR]

This article argues that we need to see the utopian dimension of the early days of the "Solidarność" independent workers' union, created in August 1980 in Gdańsk, Poland, not as a nostalgically recalled event of the distant past, exceptional and therefore petrified as a remnant of past generations, but as a lively political inspiration for our theory and practice for the future. In order to discuss Solidarność as utopia, the article revisits the "proletarian counterpublics" of Kluge and Negt, seeking in their analysis an alternative to the highly elitist analysis of the bourgeois public sphere offered by Jürgen Habermas, which still constitutes the main reference for public articulation of oppositional political will. This article asserts that between the Solidarność counterpublic practice and today there is an intergenerational pact, a weak messianism, to explore: not merely a nostalgic one but with a vision of the future. [ABSTRACT FROM AUTHOR]

Street cultures of make-do and reuse in contemporary India, colloquially known as jugaad, is a set of material practices that have had a long and established history in the country. This article juxtaposes such practices with ‘repair’ in order to consider the politics of jugaad as it played out in the years following the financial crisis of 2008. As growth rates suffered massive contractions and workers were laid off in large numbers, jugaad came to take on cultural valences in unexpected contexts, especially within business management literature, where it signalled the vibrancy of the ‘informal’ economy. Following the migration of the term into widespread English usage, alongside the parallel, growing demand for the ‘right to repair’ in the United States and Europe, this article traces how an undisciplined, subaltern practice of repurposing came to be repurposed, in turn, in the service of the failing ‘formal’ economy. [ABSTRACT FROM AUTHOR]

Symmetry is a salient aspect of biological and man-made objects, and has a central role in perceptual organization. Two studies investigate the role of opposition and identicalness in shaping adults' naïve idea of "symmetry". In study 1, both verbal descriptions of symmetry (either provided by the participants or selected from among alternatives presented by the experimenter) and configurations drawn as exemplars of symmetry were studied. In study 2, a pair comparison task was used. Both studies focus on configurations formed by two symmetrical shapes (i.e., between-objects symmetry). Three main results emerged. The explicit description of symmetry provided by participants generally referred to features relating to the relationship perceived between the two shapes and not to geometrical point-by-point transformations. Despite the fact that people tended to avoid references to opposition in their verbal definition of symmetry in study 1, the drawings that they did to represent their prototypical idea of symmetry manifested opposition as a basic component. This latter result was confirmed when the participants were asked to select the definition (in study 1) or the configuration (in study 2) that best fitted with their idea of symmetry. In conclusion, identicalness is an important component in people's naïve idea of symmetry, but it does not suffice: opposition complements it. [ABSTRACT FROM AUTHOR]

Insider/outsider status has been recognised in geographical literature as an important aspect of positionality on which researchers should reflect critically. Based on my fieldwork experience in Dali, southwest China, this paper articulates an account of the co-existence of 'insiderness' and 'outsiderness' during the research process in a way that adds nuance to scholarly challenges to conceptions of insider/outsider status as an oppositional binary. I touch on several dilemmas that arose over the course of my fieldwork in my home town, such as working with local research assistants, 'encountering' a Western supervisor in the field and interviewing local people. I argue that interacting in the field with people from different ethnic, professional or socioeconomic characteristics dynamises a researcher's insider/outsider position, bringing his or her in-between position to the fore. In this paper, I highlight the tensions and negotiations arising from my experience of in-betweenness in Dali. I also point out several particularities of doing fieldwork in China by referring to Chinese ways of thinking and communication, and analyse how insiderness complicates the research process with particular regard to China. Finally, I conclude that working in the field is not only a process of data collection, but also a process of learning 'who I am'. [ABSTRACT FROM AUTHOR]

Low staff support for schoolwide positive behavior interventions and supports (SWPBIS) is a barrier to implementation and sustainability. In this qualitative study, we identify staff opposed to SWPBIS among staff in 36 schools across 9 districts in western Washington. Nonsupportive staff (n= 44) are compared to supportive staff (n= 1,166) on demographic variables. Then, open-ended statements provided by nonsupportive staff are coded and analyzed to identify themes and develop an understanding of concerns about the SWPBIS initiative in their schools. Nonsupportive staff were concerned for the commitment and participation of all stakeholders, including staff, administrators, and students. Some sources of opposition were attributable to misunderstandings of SWPBIS and outright philosophical disagreements. Other sources of staff opposition were attributable not to the SWPBIS framework, but to school-level factors such as negative climate. We provide consultants with suggestions for engaging nonsupportive staff as well as directions for future research. [ABSTRACT FROM AUTHOR]

This article focuses on recent disturbing trends opposed to Christian unity in Nigeria that have both remote and immediate causes. Although the Christian Association of Nigeria (CAN) was formed to promote unity among the various Christian denominations in the country, it has not been able to achieve its goal. After describing this present situation and the historical factors that caused it, this paper looks to the resources of the Second Vatican Council which CAN should adopt to ease the tension in the country and promote greater dialogue. The article looks at the Roman Catholic-Lutheran Declaration that was signed in 1999, and officially resolved the disagreements that led to the split led by Martin Luther in 1517. Finally this paper looks at the style of Pope Francis as a living example of effective ecumenism and interfaith dialogue. [ABSTRACT FROM AUTHOR]

Purpose This study aims to build on the notion of brand evangelism developed by Becerra and Badrinarayanan (2013) by examining how brand relationship variables regarding one brand (i.e. brand loyalty, brand community identification and self-brand connection) influence oppositional referrals to a rival brand (i.e. desire to harm and trash-talking) in the high definition (HD) videogame console industry.Design/methodology/approach A survey of online communities devoted to video gaming was conducted using a sample of 809 respondents, all owners of either a PlayStation or an Xbox.Findings The results show that the desire to harm the rival brand is strongly and positively associated to participation in trash-talking. Brand loyalty is connected to both dimensions of oppositional brand referrals. Consumers’ connection with the brand affects trash-talking only indirectly through the desire to harm. No association is found between identification with the brand community and oppositional brand referrals.Originality/value This study is the first to demonstrate the mechanism linking brand relationship variables regarding a focal brand with consumers’ disparagement of a rival brand, showing that a desire to harm plays a central role. Just as the desire for retaliation drives negative word-of-mouth in the context of an unsatisfactory experience with a brand (Grégoire and Fisher, 2006), the desire to harm drives trash-talking against a rival brand by brand evangelists. This study improves our understanding of the relationships consumers build with their preferred brands and how this relationship may influence their rejection of competing brands with which they do not have direct experience. [ABSTRACT FROM AUTHOR]

This study examines oppositional culture among immigrant and majority adolescents in the Netherlands. Oppositional culture theory expects that immigrant adolescents would uphold positive attitudes towards education. The social exclusion theory predicts instead that immigrant adolescents develop an oppositional culture, particularly in ethnically concentrated schools. To test these ideas, we make use of one of the first large-scale studies on oppositional culture in the Netherlands, and in Europe more generally. Applying multilevel analyses to a survey across 340 schools among 11,215 adolescents aged 11 to 19, we find no clear evidence that immigrant adolescents support oppositional culture either more or less than majority adolescents. Results however showed that oppositional culture differs across schools and that in more ethnically concentrated schools, there is a higher tendency for ethnic minority adolescents to skip classes. Furthermore, oppositional culture finds more support among adolescents who are in a higher grade, male, and who attend a lower education track. [ABSTRACT FROM AUTHOR]

Sam and his classmates despise ‘nerds’: they say working hard in school makes a student unpopular, and that they purposefully do only the minimum to pass. Research suggests that such ‘oppositional’ attitudes are prevalent among working class students and/or ethnoracial minorities. Like most of his classmates, however, Sam is white, hails from a privileged background, and attends a selective school in the Netherlands. Deeply ambivalent about working hard and ‘acting wise’, Sam and the others constituting his adolescent society are thoroughly caught up in peer dynamics which sanction success and promote mediocrity. We link these anti-school peer dynamics to the institutional configuration of education in the Netherlands, characterized by rigid tracking at the end of primary school and non-selective universities: state structures and policies contribute to these privileged students’ rationale for ‘taking it easy’ and doing poorly in school. [ABSTRACT FROM PUBLISHER]

Cognitive functions such as numerical processing and spatial attention show varying degrees of lateralization. Transcranial direct current stimulation (tDCS) can be used to investigate how modulating cortical excitability affects performance of these tasks. This study investigated the effect of bi-parietal tDCS on numerical processing, spatial and sustained attention. It was hypothesized that tDCS would have distinct effects on these tasks because of varying lateralization (numerical processing left, spatial attention right) and that these effects are partly mediated by modulation of sustained attention. A single-blinded, crossover, sham-controlled study was performed. Eighteen healthy right-handed participants performed cognitive tasks during three sessions of oppositional parietal tDCS stimulation: sham; right anodal with left cathodal (RA/LC); and right cathodal with left anodal (RC/LA). Participants performed a number comparison task, a modified Posner task, a choice reaction task (CRT) and the rapid visual processing task (RVP). RA/LC tDCS impaired number comparison performance compared with sham, with slower responses to numerically close numbers pairs. RA/LC and RC/LA tDCS had distinct effects on CRT performance, specifically affecting vigilance level during the final block of the task. No effect of stimulation on the Posner task or RVP was found. It was demonstrated that oppositional parietal tDCS affected both numerical performance and vigilance level in a polarity-dependent manner. The effect of tDCS on numerical processing may partly be due to attentional effects. The behavioural effects of tDCS were specifically observed under high task demands, demonstrating the consequences of an interaction between stimulation type and cognitive load. [ABSTRACT FROM AUTHOR]

Critical Race Theory and oppositional culture theory both offer a lens through which various texts can be explored particularly as these texts enable or challenge status quo conceptions of American culture. Rock and roll music represents an intriguing, highly malleable, assortment of media texts from a range of genres. This paper is an exploration of rock and roll music from the 1950s era through the lens of Critical Race Theory as well as the theory of oppositional culture. Three major artists are the focus of the analysis--Chuck Berry, Little Richard, and Elvis Presley. What emerged were nuanced countemarratives to the dominant mainstream narrative that underscore complex issues of race, class, gender during the 1950s rock and roll era. [ABSTRACT FROM AUTHOR]

During the 20th century, government education policy followed a utilitarian philosophy, providing only those facilities, programmes, and changes considered necessary at the time or for improved educational outcomes in the near future. Some people and schools reacted with an elitist response. They separated their children, on the basis of family wealth or prior achievement, and sent them to schools that usually followed different curricula and assessments they considered to be internationally superior. [ABSTRACT FROM AUTHOR]

On the basis of the philosophical and aesthetic reflection the role of the tradition and innovation in the practice of humanitarian society are highlighted in the article. The role of the tradition and innovation shows the synthesis of the first and second, and from the twentieth century with rapid accumulation of the knowledge the innovative type of the culture becomes dominant. Despite a number of the scientific papers on the problem of the functioning of the different components of the scientific tradition and its forms in the modern culture, in the field of philosophical knowledge there is still no comprehensive study of the indicated problems - in the particular, the functioning of the scientific tradition in the humanitarian practice. Consequently, as a systemic social phenomenon the outlined aspect continues to be relevant. This is what caused the goal of the present article - to define the role of the scientific tradition in the humanitarian practice of the society. As the basis for the study of this problem the systemically activity approach is taken using analytical, historical, systematic research methods. During the analysis of the state of the problem the theoretical works of the past and the present are considered. Hermeneutical studies give the traditional social notions of the knowledge. The features of the social interpretation of the reality from the linguistic point of the view, justified in a number of the phenomenological research orientation, in particular from the social phenomenology, etnometodology and constructionistics, in particular its psychological direction. The relationship between the tradition and innovation in the context of modern scientific knowledge are substantiated. In the latter there is an active process of the synthesis of the tradition and innovation as a merging of the elements of the different ethnic and national cultures as a result of the world's cultural contacts and interaction of the cultures. The importance of the experience in the context of the scientific tradition are revealed. The implementation of the continuous exchange with the experience is taken place in the context of the constant communication in the society. Each member of the society with their individual activities by its innovations and borrowings enriches the experience of the collective creation. In the turn, the transformation of the individual experience in collective one and its consolidation in the society are going through the certain mechanisms for the transfer of the knowledge, practical skills and habits, that is, customs or traditions. An attempt to the socio-philosophical conceptualization of the scientific tradition and innovation in the practice of the humanitarian society are made in the article. The presented materials can be used in the further conceptual and methodological development of the socio-cultural dimension of the Ukrainian traditions in the cultural and artistic field. [ABSTRACT FROM AUTHOR]

The article focuses on the creation of opposition culture in Cameron. Topics discussed include the election of political party in 1962 wherein Mayi Matip, Andre Marie-Mbida, Charles Okala, and Bebey-Eyidi founded the Front national unifié, the existence of political parties including Cameroons Youth League (CYL), Cameroons National Federation, and Kamerun United National Congress (KUNC), and the death of multi-parties during the agreement meeting in June 1966.

This paper advances a new understanding of racial differences in student attitudes. Since the 1980s, scholarship on student attitudes has focused on an assessment of oppositional culture theory, which proposes that Black students fare poorly in academics because they reject schooling as a means of status attainment. Despite the lack of empirical support for oppositional culture theory, few new theoretical approaches to understanding student attitudes have been advanced and the oppositional culture model continues to frame scholarship and debates around student attitudes. This paper argues that a view of student beliefs and attitudes based in the concept of Black habitus has the potential to move scholarship beyond the oppositional culture perspective. [ABSTRACT FROM AUTHOR]