Literaturnachweis - Detailanzeige
Autor/in | Johnson, Anthony M. |
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Titel | ''I Can Turn It on When I Need To'': Pre-College Integration, Culture, and Peer Academic Engagement among Black and Latino/a Engineering Students |
Quelle | In: Sociology of Education, 92 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0038-0407 |
DOI | 10.1177/0038040718817064 |
Schlagwörter | Hispanic American Students; African American Students; Engineering Education; College Students; Racial Composition; College Environment; Whites; Cultural Influences; Student Experience; Racial Segregation; Peer Relationship; Student Adjustment; High Schools; Social Capital; Equal Education; Social Class; Student Attitudes; Racial Bias Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Ingenieurausbildung; Collegestudent; Hochschulumwelt; White; Weißer; Cultural influence; Kultureinfluss; Studienerfahrung; Rassentrennung; Peer-Beziehungen; Adjustment; Adaptation; High school; Oberschule; Sozialkapital; Social classes; Soziale Klasse; Schülerverhalten; Racial discrimination; Rassismus |
Abstract | Drawing on interviews with 38 black and Latino/a engineering students at a predominantly white, elite university, I use a cultural analytic framework to explicate the role of pre-college integration in the heterogeneous psychosocial and academic experiences of students of color on predominantly white campuses. I identify three cultural strategies students of color adopt to navigate the university's ethnoracially segregated peer network landscape and more specifically, engage majority-white academic peer networks: integration, marginalized segregation, and social adaptation. Integrators, who hail from predominantly white high schools, engage majority-white academic networks with ease, do not experience ethnoracial marginalization, and form predominantly white networks in college. Marginalized segregators, who come from predominantly black, Latino/a, or mixed high schools, exhibit discomfort engaging majority-white academic networks, experience ethnoracial marginalization, and form predominantly same-race or co-ethnic networks in college. Finally, social adapters, who come from high schools with varying ethnoracial compositions, manage their experiences with ethnoracial marginalization to engage majority-white academic networks with ease, and the ethnoracial composition of their college networks varies. The findings extend previous scholarship on the experiences of black and Latino/a students on predominantly white campuses and uncover the cultural processes that contribute to the reproduction of inequality among students of color. (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 |