黑人和拉美裔男生中学后的未来自我:在升学学校培养更广泛支持的理由

Roderick L. Carey
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引用次数: 0

摘要

来自经济分层社区的黑人和拉美裔青少年男孩面临着普遍的社会不平等现象,因此,他们应该得到学校更多的支持,以确定并实现中学后的发展道路。为了深入了解这些学生是如何构想自己的未来以及学校在促进这一过程中所扮演的角色,本人种学研究调查了一所城市学校的大学文化及其对塑造参与者所谓的 "中学后未来自我 "的影响。这种理论方法包括三个领域:大学(即中学后教育)、职业(即大学后的就业轨迹)和条件(即预期的财务稳定性、关系和家庭前景、未来的生活安排、幸福和快乐)。这意味着,上大学的学校从业人员应扩大支持范围,使学生能够想象和设想大学志向如何与职业和条件目标相一致。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Postsecondary Future Selves of Black and Latinx Boys: A Case for Cultivating More Expansive Supports in College-Going Schools
Black and Latinx adolescent boys from economically stratified communities face pervasive societal inequities and, therefore, deserve more responsive school supports to determine and actualize postsecondary pathways. For insights into how such students conceptualize their futures and their school’s role in facilitating this process, this ethnographic study investigated one urban school’s college-going culture and its impact on shaping what the author calls participants’ postsecondary future selves. This theoretical approach encompasses three domains: college (i.e., postsecondary education), career (i.e., post-college employment trajectory), and condition (i.e., expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Implications suggest that college-going school practitioners widen supports so students can imagine and envision how college ambitions align with career and condition goals.
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