(Re)Labeling Social Status: Promises and Tensions in Developing a College-Going Culture for Latina/o Youth in an Urban High School

Autor/inn/en	Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T.
Titel	(Re)Labeling Social Status: Promises and Tensions in Developing a College-Going Culture for Latina/o Youth in an Urban High School
Quelle	In: American Journal of Education, 121 (2015) 3, S.311-345 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Urban Education; Urban Schools; High School Students; Hispanic American Students; College Bound Students; Socialization; Case Studies; Cultural Capital; Social Status; Educational Change; Labeling (of Persons); Underachievement; Low Income Groups; Student Empowerment; Equal Education; Interviews; Focus Groups; Observation; Teacher Surveys; Stereotypes; California + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Socialisation; Sozialisation; Case study; Fallstudie; Case Study; Sozialer Status; Bildungsreform; Labeling-Ansatz; Performance deficiency; Leistungsschwäche; Studienberechtigung; Interviewing; Interviewtechnik; Beobachtung; Klischee; Kalifornien
Abstract	Given educators' call to equalize educational opportunities, research is needed to illuminate promises and tensions in schools that resist negative labeling and sorting of nondominant youth. This article examines an urban high school that challenges traditional expectations for low-income, Latina/o students by engaging in "relabeling," a process whereby school staff socialize students, who have been viewed historically as not "college material," to see themselves as collegebound professionals. The authors use this school as a critical case study to highlight the importance of challenging negative messages about Latina/o youth and affirming students' potential, inculcating behaviors associated with academic and professional success, and marshaling multicultural capital to prepare students to navigate between the worlds of college and home. Authors also describe the tensions in balancing dominant and nondominant cultures, comportment and academics, and "ganas" (determination) and high standards. These findings contribute to deepening relabeling theory in three critical domains: rethinking Bourdieu's cultural capital theory, developing academic college-level skills, and affirming multicultural capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01