Catherine R. Cooper, Robert G. Cooper, Margarita Azmitia, Gabriela Chavira, and Yvette Gullatt
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195080209
- eISBN:
- 9780199893225
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195080209.003.0004
- Subject:
- Psychology, Developmental Psychology
The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams ...
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The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams and those of their families. This chapter considers the second question: what factors lead youth along academic pathways towards or away from college and college–based careers? This chapter examines these pathways and the experiences that shape their access to them. The chapter focuses on a longitudinal study of African American and Latino youth in university pre–college bridging programs, as well as related work with working–class European American youth, among other samples. Findings are aligned with social capital, alienation, and challenge models.Less
The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams and those of their families. This chapter considers the second question: what factors lead youth along academic pathways towards or away from college and college–based careers? This chapter examines these pathways and the experiences that shape their access to them. The chapter focuses on a longitudinal study of African American and Latino youth in university pre–college bridging programs, as well as related work with working–class European American youth, among other samples. Findings are aligned with social capital, alienation, and challenge models.
Elsa Davidson
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814720875
- eISBN:
- 9780814785065
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814720875.003.0002
- Subject:
- Education, Educational Policy and Politics
This chapter examines a pattern of aspiration among first- and second-generation, low-income Latino youth participating in a public school biotechnology academy with corporate connections to Silicon ...
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This chapter examines a pattern of aspiration among first- and second-generation, low-income Latino youth participating in a public school biotechnology academy with corporate connections to Silicon Valley industry. In particular, it considers these Latino youth's desire to “give back” to the community by pursuing careers in public service, especially those that monitor and serve at-risk communities. It also explores how students of the “School-to-Career” Biotechnology Academy at Morton High School linked their pattern of aspiration to the school's emphasis on taking responsibility for an at-risk status and experiences of social contradiction and exclusion within their everyday school and community environments. Finally, it discusses the students' aspiration management in relation to a hegemonic social order reproducing race and class hierarchies and to a project of neoliberal governance in which notions of personal responsibility converged with idealizations of the tech private sector.Less
This chapter examines a pattern of aspiration among first- and second-generation, low-income Latino youth participating in a public school biotechnology academy with corporate connections to Silicon Valley industry. In particular, it considers these Latino youth's desire to “give back” to the community by pursuing careers in public service, especially those that monitor and serve at-risk communities. It also explores how students of the “School-to-Career” Biotechnology Academy at Morton High School linked their pattern of aspiration to the school's emphasis on taking responsibility for an at-risk status and experiences of social contradiction and exclusion within their everyday school and community environments. Finally, it discusses the students' aspiration management in relation to a hegemonic social order reproducing race and class hierarchies and to a project of neoliberal governance in which notions of personal responsibility converged with idealizations of the tech private sector.
Hannah Gill
- Published in print:
- 2010
- Published Online:
- July 2014
- ISBN:
- 9780807834282
- eISBN:
- 9781469603926
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807899380_gill.9
- Subject:
- History, Latin American History
This chapter highlights the stories of immigrant and U.S.-born Latinos raised in North Carolina. It examines the incorporation of Latino youth into U.S. society and their risk of being permanently ...
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This chapter highlights the stories of immigrant and U.S.-born Latinos raised in North Carolina. It examines the incorporation of Latino youth into U.S. society and their risk of being permanently marginalized economically and socially. The chapter explores the significant challenges that Latino youths face in the multigenerational process of incorporation into U.S. society: learning the English language; engaging in civic participation, and new societal norms and laws; cultivating a sense of identity; and attachment to the receiving communities.Less
This chapter highlights the stories of immigrant and U.S.-born Latinos raised in North Carolina. It examines the incorporation of Latino youth into U.S. society and their risk of being permanently marginalized economically and socially. The chapter explores the significant challenges that Latino youths face in the multigenerational process of incorporation into U.S. society: learning the English language; engaging in civic participation, and new societal norms and laws; cultivating a sense of identity; and attachment to the receiving communities.
Elsa Davidson
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814720875
- eISBN:
- 9780814785065
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814720875.003.0004
- Subject:
- Education, Educational Policy and Politics
This chapter examines the education and training of Latino youth within the local and national context, with particular emphasis on the emergent civic agenda around the digital divide in Silicon ...
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This chapter examines the education and training of Latino youth within the local and national context, with particular emphasis on the emergent civic agenda around the digital divide in Silicon Valley. It considers the political implications and historical context of this regional “civilizing process” and its relation to a neoliberal politics of educational reform on the national scale by focusing on the production of two kinds of disciplined “subjects” in need of saving: at-risk youth and public educational and nonprofit social-service institutions. It also explores how the realities of the tech-bust era have turned disenfranchised young people, and many who provide services to them, into skeptics of neoliberal reform.Less
This chapter examines the education and training of Latino youth within the local and national context, with particular emphasis on the emergent civic agenda around the digital divide in Silicon Valley. It considers the political implications and historical context of this regional “civilizing process” and its relation to a neoliberal politics of educational reform on the national scale by focusing on the production of two kinds of disciplined “subjects” in need of saving: at-risk youth and public educational and nonprofit social-service institutions. It also explores how the realities of the tech-bust era have turned disenfranchised young people, and many who provide services to them, into skeptics of neoliberal reform.
Elsa Davidson
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814720875
- eISBN:
- 9780814785065
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814720875.001.0001
- Subject:
- Education, Educational Policy and Politics
During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, ...
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During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, persistent pockets of poverty, and striking gaps in educational and occupational achievement along class and racial lines. Low-wage workers and their families experienced a profound sense of exclusion from the techno-entrepreneurial culture, while middle-class residents negotiated both new and seemingly unattainable standards of personal success and the erosion of their own economic security. This book explores the imprint of the region's success-driven public culture, the realities of increasing social and economic insecurity, and models of success emphasized in contemporary public schools for the region's working- and middle-class youth. Focused on two disparate groups of students—low-income, “at-risk” Latino youth attending a specialized program exposing youth to high-tech industry within an “under-performing” public high school, and middle-income white and Asian students attending a “high-performing” public school with informal connections to the tech elite—the book offers an in-depth look at the process of forming aspirations across lines of race and class. By analyzing the successes and sometimes unanticipated effects of the schools' attempts to shape the aspirations and values of their students, the book considers the role schooling plays in social reproduction, and how dynamics of race and class inform ideas about responsible citizenship that are instilled in America's youth.Less
During the tech boom, Silicon Valley became one of the most concentrated zones of wealth polarization and social inequality in the United States—a place with a fast-disappearing middle class, persistent pockets of poverty, and striking gaps in educational and occupational achievement along class and racial lines. Low-wage workers and their families experienced a profound sense of exclusion from the techno-entrepreneurial culture, while middle-class residents negotiated both new and seemingly unattainable standards of personal success and the erosion of their own economic security. This book explores the imprint of the region's success-driven public culture, the realities of increasing social and economic insecurity, and models of success emphasized in contemporary public schools for the region's working- and middle-class youth. Focused on two disparate groups of students—low-income, “at-risk” Latino youth attending a specialized program exposing youth to high-tech industry within an “under-performing” public high school, and middle-income white and Asian students attending a “high-performing” public school with informal connections to the tech elite—the book offers an in-depth look at the process of forming aspirations across lines of race and class. By analyzing the successes and sometimes unanticipated effects of the schools' attempts to shape the aspirations and values of their students, the book considers the role schooling plays in social reproduction, and how dynamics of race and class inform ideas about responsible citizenship that are instilled in America's youth.
