Gaining and Controlling Access to the Arena: Stories of Ties in a Technological Dispute
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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1998 Gaining and Controlling Access to the Arena: Stories of Ties in a Technological Dispute. Tobias Albert Ten eyck Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Ten eyck, Tobias Albert, "Gaining and Controlling Access to the Arena: Stories of Ties in a Technological Dispute." (1998). LSU Historical Dissertations and Theses. 6712. https://digitalcommons.lsu.edu/gradschool_disstheses/6712 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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GAINING AND CONTROLLING ACCESS TO THE ARENA: STORIES OF TIES IN A TECHNOLOGICAL DISPUTE A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Sociology by Tobias Albert Ten Eyck B.S., Southern Illinois University - Carbondale, 1992 M.S., Portland State University, 1994 May 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. tJMX N um ber: 9836913 UMI Microform 9836913 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS As with most research projects, this is the product of a collaborative effort, though only my name appears on the title page. Without the help, support, and dedication of a number of people, this dissertation would have never been finished. Forrest A. Deseran, who served not only my dissertation chair, but as a mentor and fiiend during my stay at Louisiana State University, must take a great deal of the credit of getting me this far. Wesley M. Shrum was instrumental in my decision to study the mass media coverage of a science/technology issue. Dr. Shrum’s support in this project and confidence in my abilities was both needed and appreciated. I can only hope that at some point in my career my work will be held in same esteem as his. Dawn T. Robinson and Charles Tolbert also played integral parts in this project. Dr. Robinson continually pushed me to make my arguments clearer, while Dr. Tolbert helped me focused on my choice of newspapers to study, and to think about the larger issues, such as policy implications, of my work. 1 could not have asked for a better, more supportive committee. In addition to those on my dissertation committee, a number of other faculty members deserve credit for my academic and psychological well-being. Dr. Joachim Singelmann has been both a collaborator — forcing me to work harder on my understanding of the scientific method — and a fiiend who was never too disappointed when I would win a racquetball game. Dr. Kate Rosier helped me gain a better ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. understanding of qualitative methods, and to be determined in using these techniques. I owe a great deal to her strength as a person and a practicing sociologist. I would also like to thank her husband, Scott Parker, for taking the time to play baseball when I needed a break. Drs. Jack Beggs, Jeanne Hurlbert, Scott Feld, and Jill Suitor also offered support during my studies as Louisiana State University. The best way to survive graduate school is to surround yourself with fellow students who are sympathetic to your cause. I would like to especially thank Vaughn DeCoster and Mike Maume for knowing when to listen, as well as knowing when to tell me to listen. Nicole Flynn, Kelly James, John Kilbum, Mary Gautier, and Graham Ousey were always ready to lend an ear or shoulder. In addition to a great cohort of students, my parents, George and Nan Ten Eyck, were always ready to lend a helping hand. In addition, Peter Ten Eyck and Jana Steele have come through with sibling love and competition when I most needed it. I would also like to thank Ross and Eula Ten Eyck for their financial and emotional support through much of my graduate schooling. I have left the most important people in my life for last. For seven years, Tyler Ten Eyck has reminded me of the wonders of childhood and the fascination and excitement of learning. He has been a friend, confidant, fellow baseball player, teacher, and student. Being part of his life has been an experience I would not trade for the world. Finally, the love, support, and patience of my wife, Sheri Ten Eyck, have made it possible for me to pursue my dreams. Without her, none of this would have been possible. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS................................................................................................ ii ABSTRACT.........................................................................................................................vi CHAPTER I. INTRODUCTION.................................................................................... 1 Explicit Goals........................................................................................................ 1 Implicit Motivations ............................................................................................ 3 A Caveat................................................................................................................. 4 Organization of Chapters...................................................................................... 7 Conclusion.......................................................................................................... 10 CHAPTER n. RESOURCES, ACTION, AND ARENAS......................................... II Introduction ........................................................................................................ 11 The Arena as a Sociological Concept............................................................... 12 Resources and Action in Arenas ....................................................................... 17 Structural Components of Arenas ..................................................................... 23 Arenas in Research.............................................................................................. 30 Newspaper A renas.............................................................................................. 35 Conclusion.......................................................................................................... 50 CHAPTER m. METHODOLOGICAL FOUNDATIONS......................................... 51 Introduction........................................................................................................ 51 A Note on Reflexivity ....................................................................................... 53 Gathering the D a ta .............................................................................................. 56 Transforming the D ata....................................................................................... 64 Conclusion.......................................................................................................... 66 CHAPTER IV. FOOD, TECHNOLOGY, AND FOOD IRRADIATION................. 68 Introduction........................................................................................................ 68 Food,