By S. Rosenbloom
From 1996-2000, thirty minority young ones (African American, chinese language American, Puerto Rican American, and Dominican American) have been interviewed each year for 4 years to enquire how their stories in highschool formed their social relationships.
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Additional info for The Multiracial Urban High School: Fearing Peers and Trusting Friends (Palgrave Studies in Urban Education)
1996. ” Demography 33:395–412. Massey, Douglas, and Nancy Denton. 1998. American Apartheid: Segregation and the Making of the Underclass. Boston, MA: Harvard University Press. McAdam, Doug. 1988. Freedom Summer. New York: Oxford University Press. McPherson, Miller, Lynn Smith-Lovin, and Matthew E. Brashears. 2006. ” American Sociological Review 7:353–375. rethinking high school as a relational journey / 39 Morning, Ann. 2005. ” Revue Europeenne des Migrations Internationales 21:111–134. Myrdal, Gunnar.
Like the Addition, a hundred-year-old elementary school, the Central building lacked sufficient locker space for students. Consequently, students carried around their books and coats all day. Obviously this was an annoyance for students; some hid their heads in puffy and enveloping winter jackets during class. The school’s two elevators often broke down, making it difficult for students and faculty who could not climb four flights of steps. Scaffolding seemed to be permanently placed around the building while construction ebbed and flowed over the years but never really finished.
The exploration of school context investigates two aspects of schooling: the degree to which students are able to voice dissenting opinions in the classroom and students’ sense of membership and identification with peers in school. The authors write, Political goals are typically achieved through collective action. But a sense of solidarity with others and identification with group goals are prerequisites for collective action . . If students perceive their schools as settings where identification with the institution and a commitment to the common good are widely shared, do such school climates generalize to the young person’s commitments to the broader polity?