Teachers’ racialised habitus in school knowledge construction: a Bourdieusian analysis of social inequality beyond class     

Dan Cui 《British Journal of Sociology of Education》2017,38(8):1152-1164

This article examines the school experiences of Chinese Canadian youth, a population often ignored by the academy under the model minority discourse. Drawing on Bourdieu’s theoretical insights, I raise and discuss the concept of teachers’ racialised habitus. I explore how teachers’ racialised habitus structures their practices of knowledge construction via formal and hidden curricula, and how it consequently affects Chinese Canadian youth’s identity construction. I argue that habitus, as an important theoretical tool that links the social and the individual as well as past, present and future, can also be used to study other forms of social inequality beyond class. This article makes both theoretical and empirical contributions to the research on habitus by highlighting teachers’ racialised habitus in relation to the perpetuation of racism in the educational field.  相似文献   

The farm as an educative tool in the development of place attachments among Irish farm youth     

Anne Cassidy 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):389-401

ABSTRACT

This paper focuses on the educative role of the farm in the development of relationships between young people and the homeplace they grew up on. The paper is based on qualitative interviews with a cohort of 30 Irish university students (15 men and 15 women) brought up on Irish family farms who would not become full-time farmers. The farm acts as an educational tool through which broader cultural and familial norms of land ownership, succession and affiliations with the land are transmitted to the next generation. This is manifested through, for example, the creation of foundational stories about their forebearers’ influence on the physical appearance of the farm. The resulting place attachments are of profound depth and serve a key role in the succession process in helping to build a sense of duty and responsibilisation into the next generation’s relationship with the landholding.  相似文献   

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health     

Larisa T. McLoughlin  Barbara A. Spears  Carmel M. Taddeo  Daniel F. Hermens 《Psychology in the schools》2019,56(6):945-958

It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying.  相似文献   

“Strap up:” Sexual socialization and safer sex practices among African American youth in foster care     

《Child abuse & neglect》2019

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Child welfare characteristics in a sample of youth involved in commercial sex: An exploratory study     

《Child abuse & neglect》2019

BackgroundHomeless, runaway, and youth exiting foster care are vulnerable to sexual exploitation, but little research has parsed the societal, community, and individual factors that contribute to their risk.Objectives(1) To estimate child welfare characteristics in a sample of homeless young people who engaged in commercial sex (CS); and (2) To compare young people who were sex trafficked (ST) to those who engaged in some other form of CS.Participants and settingThis study includes 98 homeless young people in Philadelphia, PA, Phoenix, AZ, and Washington, DC, who were interviewed for a larger study of ST and endorsed engagement in CS.MethodsWe used a non-probability, purposive, maximum variation sampling procedure. Interviews were recorded and responses were simultaneously noted on a standardized interview form. Data were analyzed through means, frequencies, and bivariate tests of association.ResultsAverage age of the full sample of 98 homeless young people was 20.9 years; 48% were female and 50% were Black/African American. Forty-six percent of the full sample was sex trafficked. The full sample and the victims of ST differed significantly in three child welfare characteristics, with the ST group more likely to have been maltreated as children, more likely to have had family involvement with the child welfare system (CWS), and more likely to report higher rates of living someplace other than with their biological parents as children.ConclusionsST victims differ from those who engaged in other forms of CS in histories of maltreatment, involvement with the CWS, and exposure to residential instability while growing up.  相似文献   

Organizing youth work(ers) through the paradox of play     

Amy K. Way 《Journal of Applied Communication Research》2019,47(2):197-215

A recent focus among communication scholars, the study of contradiction and paradox illuminates the inherent irrationality of organizing. The following case study examines how youth labor – cast as play – functions as a series of tensions and contradictions in the day-to-day construction of work(er) between adults and youth. Mirroring the popular reality TV show, The Apprentice, the program under study communicated contradictory messages about youth work(ers) in terms of: (1) proving/discounting oneself as worker, (2) demanding confidence while orchestrating uncertainty and (3) playing along versus being playful in the organizationally prescribed framework, effectively dismissing work(ers) essential to the functioning of the organization. My analysis demonstrates how the framing of youth’s work as a game delegitimized youth work(ers) resulting in potentially exploitative working conditions, and serves as a call to communication scholars to better account for youth as workers, while pointing to similar implications for other types of provisional and contingent work(ers).  相似文献   

‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives     

Kerry Vincent 《Critical Studies in Education》2016,57(1):55-69

Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students.  相似文献   

Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program   总被引：1，自引：0，他引：1  

Jrène Rahm  Doris Ash 《Learning Environments Research》2008,11(1):49-62

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly important to youth who have few other opportunities to interact with and relate to science in positive ways.  相似文献   

Cross-Cultural Adaptation and Validation of the Commitment-to-School Scale Using a Sample of Junior High School Youth in Ghana     

David Ansong  Gina A. Chowa  Rainier D. Masa 《Journal of Experimental Education》2016,84(4):621-638

Empirical evidence from developed countries suggests that students' commitment to school is fundamental to their academic success. However, in developing countries, validated measures of student commitment to school do not exist. The current study helps fill this research gap by examining the validity and reliability of a commitment-to-school scale (CSS) adapted for the Ghanaian context. With a sample of 6,252 middle school–age students, the study employs exploratory and confirmatory factor analyses with weighted least squares means and variance adjusted (WLSMV) to establish and validate the construct as bidimensional. Measurement invariance tests confirm that the two-factor commitment model is generalizable across grade levels but not genders. Given its parsimony and good fit, the adapted CSS might be useful for future research in Ghana. Similarity of the model across grade levels suggests that the scale has potential uses in education research among diverse groups. We suggest that the CSS be developed further for better understanding of students' commitment to school.  相似文献   

“What are you Representing?” Contesting Identities of Incarcerated Youth     

Joby Gardner 《The Urban Review》2009,41(2):174-197

This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”. Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.

Joby GardnerEmail:

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