Race, Place, and Youth Identity: Critical Ethnographic Participatory Action Research on Youth Perceptions of Race and Racism in the Rural West

Autor/in	Boysen-Taylor, Rebekka
Titel	Race, Place, and Youth Identity: Critical Ethnographic Participatory Action Research on Youth Perceptions of Race and Racism in the Rural West
Quelle	(2023), (129 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Idaho
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9920-8
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Youth; Majority Attitudes; Population Groups; Rural Youth; Whites; Race; Racism; Student Experience; Student Attitudes; Dialogs (Language); Racial Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Jugend; Jugendlicher; Jugendalter; Mehrheitsprinzip; Rural area; Rural areas; Youth; Ländlicher Raum; White; Weißer; Rasse; Abstammung; Rassismus; Studienerfahrung; Schülerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Rassenfrage
Abstract	This qualitative study combined critical youth participatory research and ethnographic methods to investigate rural youth relationships to race and racism, which are currently undertheorized. The research question guiding this inquiry was: How do rural youth describe the salience of race and racism in the United States (U.S.) for themselves personally, and for the U.S. as a collective? This ethnographic study included 12 high school-aged youth, six global majority youth, and six white youth, from the rural Inland Northwest region of the U.S. All participants/co-researchers had previously been students in the researcher's middle school class between 2017-2020. Data included transcripts from five participatory summer sessions during which participants/co-researchers shared their own experiences with race and racism in and out of school, learned from peers, and envisioned ways adults can better support youth in the future. Conversations included small and whole group formats. Individual follow-up interviews with youth were conducted after the summer sessions concluded. Data were analyzed using grounded methods including open, inductive coding, participant checks, and triangulation. Findings include youth rationale for engaging in race talk, distinct ways global majority youth and white youth experience race, critical analysis of race at school, as well as youth-generated recommendations for making schools more truthful, welcoming spaces for youth to be and learn. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01