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Beyond the Disposition and Deliberation Dichotomy: The Interrelation of Teacher Habit and Intention in the Adoption of Student Advisories*
Author(s) -
Diehl David K.
Publication year - 2021
Publication title -
sociological inquiry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.446
H-Index - 51
eISSN - 1475-682X
pISSN - 0038-0245
DOI - 10.1111/soin.12294
Subject(s) - deliberation , disposition , typology , sociology , action (physics) , odds , process (computing) , social psychology , psychology , epistemology , pedagogy , politics , political science , law , computer science , philosophy , physics , logistic regression , quantum mechanics , machine learning , anthropology , operating system
Using the example of teachers implementing student advisories as part of a larger school reform effort, this article proposes a rethinking of the dichotomous relationship between disposition and deliberation posited by much of the sociological literature. Running student advisories may be a challenge for teachers if they lack the dispositions necessary for providing students with social–emotional support and guidance. Current sociological theory, however, is at odds with our cognitive understandings of how dispositions and deliberation interrelate in situations like the one described in this article where actors are tasked with changing their habits. To address this shortcoming, I draw on a qualitative analysis of observations, interviews, and focus groups of 21 teachers and administrators to develop a typology of the ways teachers use deliberative action to deal with such situations: traditionalists, who engage in deliberative action to maintain existing dispositions; transposers , who deliberatively apply existing alternative dispositions to the situation; and cultivators , who do not possess the dispositions needed to succeed but engage in a deliberative process to develop them.