In “Racially Hegemonic Articulations: Class as Race in Constructions of Dominance in an Undergraduate Architecture Studio,” the authors examine how class and race intersect in the dynamics of an architecture studio setting. This study, published in the Journal of Sociolinguistics, investigates the linguistic and social practices that contribute to the construction of dominance among students, revealing how racialized perceptions of class influence interactions and hierarchies.

Utilizing ethnographic methods, the researchers conducted observations and interviews within the studio, analyzing discourse patterns and social behaviors. Key findings indicate that students’ articulations of class are often imbued with racial connotations, shaping their experiences and reinforcing existing power structures. This nuanced understanding of class as a racialized construct highlights the complexities of identity and dominance in educational environments.

The study contributes to sociolinguistic theory by elucidating the interplay between race and class in shaping social relations. Its implications extend to discussions on equity in education, suggesting that awareness of these dynamics is crucial for fostering inclusive and equitable learning environments in language and design disciplines.

Source: onlinelibrary.wiley.com