"Crazyghettosmart": A Case Study in Latina Identities

Autor/inn/en	Vetter, Amy M.; Fairbanks, Colleen; Ariail, Mary
Titel	"Crazyghettosmart": A Case Study in Latina Identities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 24 (2011) 2, S.185-207 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	High School Students; Social Life; Mothers; Pregnancy; Hispanic Americans; Case Studies; Interviews; Self Concept; Longitudinal Studies; Middle School Students; Academic Achievement; Early Parenthood; Educational Experience; Ethnography + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziales Leben; Mother; Mutter; Schwangerschaft; Hispanic; Hispanoamerikaner; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulleistung; Bildungserfahrung; Ethnografie
Abstract	Drawing from recent scholarship that examines schooling and the shifting terrain of youth identities, this study examines the identity constructions of Jessica, a Latina high school student. Our portrait of Jessica is part of a larger longitudinal study in which the middle and high school experiences of three Latinas, including Jessica, were examined. For this paper, we used data gathered from Jessica's four years in high school, which included interviews from Jessica and her mother, and field observations from shadowing Jessica's school days during her junior and senior years. Data analysis illustrated two broad themes: Jessica's relationships with her academics and her social life, including the recent positioning of herself as a mother during her pregnancy in her senior year. Findings suggest that Jessica improvised her positions within various realms of school to both resist and reconfigure discourses that shaped her identities as a student and adolescent. This study argues for more research that examines and explores what youth have to say about their school experiences in order to illustrate the complex ways in which adolescents author themselves in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10