"We Dominate the Basement!": How Asian American Girls Construct a Borderland Community

Autor/in	Tokunaga, Tomoko
Titel	"We Dominate the Basement!": How Asian American Girls Construct a Borderland Community
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 9, S.1086-1099 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1201162
Schlagwörter	Females; Asian Americans; Self Concept; Immigrants; Social Isolation; High School Students; Ethnography; Alienation; Creativity; Cultural Pluralism; Student Attitudes; Disadvantaged + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Asian immigrant; United States; Asiatischer Einwanderer; USA; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Soziale Isolation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnografie; Entfremdung; Kreativität; Kulturpluralismus; Schülerverhalten
Abstract	This article, based on two years of ethnographic fieldwork, explores the ways in which eight Asian American immigrant high school girls construct a borderland community, which they call the "Basement Group," after the place where they gather at school. While the girls struggle with displacement in the borderlands, including isolation in their family homes and alienation in formal classes, they have sufficient creativity and improvisational skills to invent a borderland community where they can reject mainstream values and beliefs as well as affirm diversity and cultural hybridity. Examining the possibilities and constraints of youth-led space, this article reveals the otherwise unseen sense of belonging, desires, and capacities of these Asian American immigrant girls who navigate lives in-between multiple nation states, cultures, and traditions. The article illuminates the power and possibilities of youth-created spaces that reflect the strengths, assets, and possibilities that marginalized immigrant youth possess. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01