High school and the difficult terrain of sexuality and gender identity are brilliantly explored in this smart, incisive ethnography. Based on eighteen months of fieldwork in a racially diverse ...working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality.
The study of teenagers in the classroom, and how they interact with one another and their teachers, can tell us a great deal about late-modern society. In this revealing account, Ben Rampton presents ...the extensive sociolinguistic research he carried out in an inner-city high school. Through his vivid analysis of classroom talk, he offers answers to some important questions: does social class still count for young people, or is it in demise? Are traditional authority relationships in schools being undermined? How is this affected by popular media culture? His study, which provides numerous transcripts and three extensive case studies, introduces a way of perceiving established ideas in sociolinguistics, such as identity, insecurity, the orderliness of classroom talk, and the experience of learning at school. In doing so, Rampton shows how work in sociolinguistics can contribute to some major debates in sociology, anthropology, cultural studies and education.
In American high schools, teenagers must navigate complex youth cultures that often prize being 'real' while punishing difference. Adults may view such social turbulence as a timeless, ultimately ...harmless rite of passage, but changes in American society are intensifying this rite and allowing its effects to cascade into adulthood. Integrating national statistics with interviews and observations from a single school, this book explores this phenomenon. It makes the case that recent macro-level trends, such as economic restructuring and technological change, mean that the social dynamics of high school can disrupt educational trajectories after high school; it looks at teenagers who do not fit in socially at school - including many who are obese or gay - to illustrate this phenomenon; and it crafts recommendations for parents, teachers and policy-makers about how to protect teenagers in trouble. The result is a story of adolescence that hits home with anyone who remembers high school.
Teach Me to Be Generous tells the remarkable story of Regis High School, the Jesuit school on New York's Upper East Side that was founded in 1914 by an anonymous donor as a school for Catholic boys ...whose families could not otherwise afford a Catholic education. Enabled by the philanthropy of the founding family for nearly a century, and now by alumni and friends carrying on that tradition of generosity, Regis has been able to provide tuition-free, all-scholarship education for its entire history. It also holds the distinction of being the first free-standing Jesuit high school in the United States, with no connection to any Jesuit colleges or universities. Regis High School's unique story is told by an engaging storyteller and historian who has taught at the school for more than ten years. Father Andreassi offers captivating glimpses into the lives and daily experiences of Regis's students and faculty while chronicling the development of the school's educational philosophy and spiritual approach in its first century. Filled with entertaining anecdotes alongside wider historical context and illuminating statistical analysis, Teach Me to Be Generous tracks Regis High School through the decades of the twentieth century to the present day--from the generosity of a devout Catholic widow, through the Depression and World War II, to changes in demographics of the Catholic community and shifts in the landscape of Catholic education in New York City. During the school's first few decades, Regis admitted thousands of Catholic boys, mostly from poor or lower-middle-class families, helping prepare them for success in college and leadership positions in the professions. Because of the closing of dozens of urban Catholic schools and the general decline of the quality of New York City's public schools, in more recent years the school has faced the challenge of remaining true to its mission in offering an education to Catholic boys "who otherwise would not be able to afford a Catholic education." Teach Me to Be Generous paints a vivid portrait of the first one hundred years of an exceptional institution and looks with hope and confidence to its future.
Based on more than two years of fieldwork conducted in a Yemeni community in southeastern Michigan, this unique study examines Yemeni American girls' attempts to construct and make sense of their ...identities as Yemenis, Muslims, Americans, daughters of immigrants, teenagers, and high school students.All American Yemeni Girlscontributes substantially to our understanding of the impact of religion on students attending public schools and the intersecting roles school and religion play in the lives of Yemeni students and their families. Providing a valuable background on the history of Yemen and the migration of Yemeni people to the United States, this is an eye-opening account of a group of people we hear about every day but about whom we know very little.Through a series of intensive interviews and field observations, Loukia K. Sarroub discovered that the young Muslim women shared moments of optimism and desperation and struggled to reconcile the America they experienced at school with the Yemeni lives they knew at home. Most significant, Sarroub found that they often perceived themselves as failing at being both American and Yemeni. Offering a distinctive analysis of the ways ethnicity, culture, gender, and socioeconomic status complicate lives, Sarroub examines how these students view their roles within American and Yemeni societies, between institutions such as the school and the family, between ethnic and Islamic visions of success in the United States. Sarroub argues that public schools serve as a site of liberation and reservoir of contested hope for students and teachers questioning competing religious and cultural pressures. The final chapter offers a rich and important discussion of how conditions in the United States encourage the rise of extremism and allow it to flourish, raising pressing questions about the role of public education in the post-September 11 world.All American Yemeni Girlsoffers a fine-grained and compelling portrait of these young Muslim women and their endeavors to succeed in American society, and it brings us closer to understanding an oft-cited but little researched population.
The Digital Edge S. Craig Watkins; Alexander Cho; Andres Lombana-Bermudez ...
2018, Volume:
4
eBook
How black and Latino youth learn, create, and collaborate online
The Digital Edge examines how the digital and social-media lives of low-income youth, especially youth of color, have evolved amidst ...rapid social and technological change. While notions of the digital divide between the “technology rich” and the “technology poor” have largely focused on access to new media technologies, the contours of the digital divide have grown increasingly complex. Analyzing data from a year‐long ethnographic study at Freeway High School, the authors investigate how the digital media ecologies and practices of black and Latino youth have adapted as a result of the wider diffusion of the internet all around us--in homes, at school, and in the palm of our hands. Their eager adoption of different technologies forge new possibilities for learning and creating that recognize the collective power of youth: peer networks, inventive uses of technology, and impassioned interests that are remaking the digital world.
Relying on nearly three hundred in-depth interviews with students, teachers, and parents, and hundreds of hours of observation in technology classes and after school programs, The Digital Edge carefully documents some of the emergent challenges for creating a more equitable digital and educational future. Focusing on the complex interactions between race, class, gender, geography and social inequality, the book explores the educational perils and possibilities of the expansion of digital media into the lives and learning environments of low-income youth. Ultimately, the book addresses how schools can support the ability of students to develop the social, technological, and educational skills required to navigate twenty-first century life.
The perceptions of students interested in STEM, particularly those too often excluded due to race and/or gender, are necessary to create educational experiences that additively contribute to ...students' access and inclusion in STEM. The purpose of this inquiry was to understand the perceptions of 34 high‐school students about race and gender representation in STEM. Students participated in a 3‐week, university‐sponsored summer programme geared toward teaching and science, technology, engineering, and mathematics (STEM). At the end of the programme, we interviewed students about STEM in their community, STEM role models, potentially working in a STEM field, barriers to STEM, and why they think White men are disproportionately represented in STEM fields. Guided by a critical framework with an intersectional lens, qualitative content analysis of interview data centered on the descriptive codes “race” and “gender” using a constant comparative analytic approach. Results indicated that participants (1) drew on family role models in STEM, (2) used White privilege and patriarchy at varying levels to explain exclusion from STEM, (3) described limited, stereotypical, and hidden depictions of race and gender in STEM, and (4) often perceived STEM as "pushed" while not explicitly associating STEM with helping, or giving back to their community. Implications drawn from participant perspectives call for educational endeavors that expand dominant conceptions of who and what is considered STEM, center students' families and communities, utilize a problem‐based approach positioning STEM as a tool for social justice, and include direct conversations about gendered racism and stereotypes.
•Negative mental health impact of the pandemic on adolescents decreased with the pandemic eased.•The pandemic may have long-term adverse mental health consequences among adolescents.•Adverse family ...relationships and lack of social support could be the major risk factors for the post-pandemic mental health outcomes of adolescents.
This study aimed to investigate the prevalence of anxiety, depression and PTSD symptoms, and associated risk factors among a large-scale sample of adolescents from China after the pandemic and lockdown.
A total of 57,948 high school students took part in an online survey from July 13 to 29, 2020. The mental health outcomes included anxiety, depression and PTSD symptoms. Risk factors included negative family relationships, COVID-19 related exposure, and a lack of social support.
The prevalence of anxiety, depression and PTSD symptoms was 7.1%, 12.8%, and 16.9%, respectively. COVID-19 related exposure significantly linked to the mental health outcomes (all p < .001). The most important predictors for the mental health outcomes were family relationship and social support (all p < .001).
The pandemic may have long-term adverse mental health consequences among adolescents. Adverse family relationships and lack of social support could be the major risk factors for the post-pandemic mental health outcomes of adolescents.
Contents
Acknowledgmentsix
Introduction 1
Part I. How Activism Contributes to Human Development and Democratic Renewal
1. Critique and Collective Agency in Youth Development 23
2. Millennial Youth ...and the Fight for Opportunity 53
3. "Not Down with the Shut Down": Student Activism against School Closure 83
Part II. learning ecologies of youth activism
4. Teaching without Teaching 107
5. Schools as Sites of Struggle: Critical Civic Inquiry 134
Conclusion: Activism, Dignity, and Human Development 163
Methodological Appendix185
Notes201
Bibliography213
Index233
About the Author237
This paper reports a study that investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect ...foreign language achievement. To this end, 320 first language Chinese senior high school students, who were learning English as a foreign language (EFL), were invited to complete an adapted version of the Foreign Language Enjoyment Scale. These students' mid-term English examination scores were collected as a measure of foreign language achievement. Factorial analysis revealed a 3-factor solution for the adapted scale, including Enjoyment of Teacher Support, Enjoyment of Student Support, and Enjoyment of Foreign Language Learning. Path analysis showed that Enjoyment of Foreign Language Learning had a direct effect on mid-term scores. Enjoyment of Teacher Support and Enjoyment of Student Support indirectly affected language achievement via Enjoyment of Foreign Language Learning. There was no significant difference in the indirect effect of enjoyment of teacher and student support on English achievement. The findings are discussed and pedagogical implications are suggested.
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