Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend

Autor/in	Harper, Shaun R.
Titel	Success in These Schools? Visual Counternarratives of Young Men of Color and Urban High Schools They Attend
Quelle	In: Urban Education, 50 (2015) 2, S.139-169 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915569738
Schlagwörter	Urban Schools; High School Students; Males; Adolescents; Social Problems; Violence; Underachievement; African American Students; Hispanic American Students; Photography; College Bound Students; Sociology; Critical Theory; Race; Racial Factors; Ethnic Stereotypes; Social Bias; Pictorial Stimuli; Educational Environment; Student Characteristics; Interviews; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Social problem; Soziales Problem; Gewalt; Performance deficiency; Leistungsschwäche; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Fotografie; Soziologie; Kritische Theorie; Rasse; Abstammung; National stereotype; Nationales Stereotyp; Fantasieanregung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik
Abstract	The overwhelming majority of published scholarship on urban high schools in the United States focuses on problems of inadequacy, instability, underperformance, and violence. Similarly, across all schooling contexts, most of what has been written about young men of color continually reinforces deficit narratives about their educational possibility. Taken together, images of Black and Latino male students in inner-city schools often manufacture dark, hopeless visualizations of imperiled youth and educational environments. Using photographic data from a study of 325 college-bound juniors and seniors attending 40 public New York City high schools, this article counterbalances one-sided mischaracterizations of young men of color and the urban schools that educate them. Specifically, visual sociology and critical race methodologies are used to construct anti-deficit counternarratives about boys of color and urban education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01