波多黎各中学生关于学校情境与身份的叙述:矛盾与可能性

IF 2.2 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Tina M. Durand, Anna Skubel
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引用次数: 1

摘要

波多黎各学生在美国大陆学校的人数越来越多,但最近很少有研究关注波多黎各青年的学校背景和身份基础经验。本定性研究使用舞台环境契合和LatCrit理论,考察了两所城市中学的七名波多黎各青少年学生对学校环境领域的看法,以及他们如何定义“作为波多黎各人”的突出方面。基于对学生访谈和焦点小组的定性分析,研究结果显示,学生与教师的经历、民族-种族气候和归属感从根本上是矛盾的,所谓的“平等待遇”的例子被以刻板印象和对西班牙语的压制为标志的种族化经历所缓和,尤其是在男生中。然而,基于身份的弹性维度,如种族自豪感,与其他波多黎各学生的熟悉感,以及双语能力,成为力量的来源。根据我们的探索性发现,我们讨论了在这个关键的发展时期为学生提供批判性意识支持和种族肯定的学校可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Narratives of Puerto Rican Middle School Students Regarding School Context and Identity: Contradictions and Possibilities
Puerto Rican students are a growing population in U.S. mainland schools, yet few recent studies have focused on the school contextual and identity-based experiences of Puerto Rican youth. Using stage-environment fit and LatCrit theories, this qualitative study examined seven Puerto Rican adolescent students’ perspectives on domains of school context, along with prominent aspects of how they defined “being Puerto Rican,” in two urban middle schools. Based on qualitative analyses of student interview and focus groups, findings revealed that students’ experiences with teachers, ethnic-racial climate, and sense of belonging were fundamentally contradictory, where examples of purported “equal treatment” were tempered by racialized experiences marked by stereotypes and the suppression of Spanish, especially among male students. However, dimensions of identity-based resiliency such as ethnic pride, sense of familismo with other Puerto Rican students, and being bilingual emerged as sources of strength. We discuss school-based possibilities for the delivery of critically conscious support and ethnic affirmation for students during this critical developmental period, based on our exploratory findings.
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来源期刊
Journal of Adolescent Research
Journal of Adolescent Research PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
5.30
自引率
5.00%
发文量
34
期刊介绍: The aim of the Journal of Adolescent Research is to publish lively, creative, and informative articles on development during adolescence (ages 10-18) and emerging adulthood (ages 18-25). The journal encourages papers that use qualitative, ethnographic, or other methods that present the voices of adolescents. Few strictly quantitative, questionnaire-based articles are published in the Journal of Adolescent Research, unless they break new ground in a previously understudied area. However, papers that combine qualitative and quantitative data are especially welcome.
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