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The Cultural Reproduction of Architecture: Examining the Roles of Cultural Capital and Organizational Habitus in the Socialization of Architectural Education

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The Cultural Reproduction of Architecture: Examining the Roles of Cultural Capital and Organizational Habitus in the Socialization of Architectural Education The Cultural Reproduction of Architecture: Examining the Roles of Cultural Capital and Organizational Habitus in the Socialization of Architectural Education by Jennifer L. Chamberlin A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Architecture) in The University of Michigan 2010 Doctoral Committee: Professor Linda N. Groat, Chair Associate Professor Kelly M. Askew Associate Professor Malcolm McCullough Adjunct Associate Professor David L. Schoem DEDICATION To Dave and Calvin ii ACKNOWLEDGMENTS First and foremost, I would like to thank my advisor, Linda Groat, for her insight, support and guidance throughout the last six years. Her constructive criticisms and ability to “connect the dots” have been invaluable in the development of this work. I also would like to thank all other members of my committee, Malcolm McCullough, Kelly Askew and David Schoem, for their enthusiasm, curiosity and eagerness to push me and this research, each making a unique contribution in this process. I am especially grateful to all of the architecture students and faculty at the two case study sites who agreed to participate in this research and shared their personal experiences with me. Their cooperation and enthusiasm in participating made this research possible. Special thanks to Joe and Ling Ling at CSCAR, who helped tremendously with structuring data analysis, as well as my friends and colleagues at Taubman College of Architecture & Urban Planning who were always willing to listen and to offer their encouragement. Finally, my parents and a multitude of friends, who have consistently supported and encouraged me through this long journey, deserve special thanks. Words cannot express my gratitude to my husband, Dave and son, Calvin. This work is dedicated to you both. iii TABLE OF CONTENTS DEDICATION ................................................................................................................ ii ACKNOWLEDGMENTS ............................................................................................. iii LIST OF FIGURES ....................................................................................................... ix LIST OF TABLES ........................................................................................................ xii LIST OF APPENDICES ............................................................................................. xvii Chapter 1 Introduction..................................................................................................... 1 Research Topic ............................................................................................................... 1 Rationale for Research .................................................................................................... 2 Overview of Research ..................................................................................................... 5 Chapter Overview ........................................................................................................... 8 Chapter 2 Literature Review ......................................................................................... 10 Introduction ................................................................................................................... 10 Architectural Education ................................................................................................ 10 Sociology of Education ................................................................................................. 29 Conclusion .................................................................................................................... 38 Chapter 3 Methods ......................................................................................................... 39 Introduction ................................................................................................................... 39 Research Strategy ......................................................................................................... 40 Survey and Interview Instruments ................................................................................ 41 Selection of Case Study Sites ....................................................................................... 42 Description of Larger Context of Case Study Sites ...................................................... 44 Selection of Participants ............................................................................................... 45 iv Data Analysis ................................................................................................................ 48 Chapter 4 Organizational Habitus ................................................................................ 50 Introduction ................................................................................................................... 50 Organizational habitus: Scale of the University at Schools A and B ........................... 50 Organizational Habitus: Scale of the Architecture Programs at Schools A and B ....... 55 Survey Analysis: Aggregate Analysis of Perceived Curriculum .................................. 62 Survey Data: Aggregate Analysis of Selecting a University ........................................ 65 Student Interviews ........................................................................................................ 66 Faculty Interviews ......................................................................................................... 68 Email Correspondence .................................................................................................. 70 Conclusion .................................................................................................................... 72 Chapter 5 Analysis by Levels of Cultural Capital ....................................................... 74 Introduction ................................................................................................................... 74 Cultural Capital Variables ............................................................................................ 75 Cluster Demographics ................................................................................................... 82 Survey Questions .......................................................................................................... 85 Preliminary Analysis with All Students Included: Questions of Studio Experiences and Satisfaction .................................................................................................................... 86 Analysis by Clusters: School A and School B .............................................................. 91 Comparison of Clusters at Each School ....................................................................... 95 Faculty Interviews ....................................................................................................... 102 Ideal Curriculum ......................................................................................................... 111 Conclusion .................................................................................................................. 115 Chapter 6 Analysis by Gender within Clusters .......................................................... 117 Introduction ................................................................................................................. 117 Demographics ............................................................................................................. 118 Studio Experiences and Satisfaction: Multi-Dimensional Scaling (MDS) ................. 119 Studio Experiences and Satisfaction: One-way ANOVAs ......................................... 121 Ideal Curriculum ......................................................................................................... 128 v Problematic Experiences: One-way ANOVAs ........................................................... 130 Goals and Motivations: One-Way ANOVAs ............................................................. 138 Interviews at School A: Cluster 2 males ..................................................................... 141 Conclusion .................................................................................................................. 150 Chapter 7 Analysis by Program Type ......................................................................... 152 Introduction ................................................................................................................. 152 Demographics ............................................................................................................. 153 Analysis ...................................................................................................................... 154 School A One-way ANOVAs: Studio Experiences .................................................... 155 Interviews at School A ................................................................................................ 156 School B One-way ANOVAs: Studio Experiences .................................................... 159 Interviews at School B ................................................................................................ 161 MDS: Cluster within Program Type on Questions of Studio Experiences ................. 162 School A One-way ANOVAs: Questions of Satisfaction .......................................... 164 School B One-Way ANOVAs:
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