Beyond "Acting White": Affirming Academic Identities by Establishing Symbolic Boundaries through Talk

Autor/in	Olitsky, Stacy
Titel	Beyond "Acting White": Affirming Academic Identities by Establishing Symbolic Boundaries through Talk
Quelle	In: Urban Education, 50 (2015) 8, S.961-988 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914536999
Schlagwörter	Minority Group Students; Identification; Ethnography; Urban Schools; Magnet Schools; Discourse Analysis; Grade 8; Females; Middle School Students; Student Empowerment; Social Structure + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Ethnografie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Diskursanalyse; School year 08; 8. Schuljahr; Schuljahr 08; Weibliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studienberechtigung; Sozialstruktur
Abstract	This article investigates interactional processes by which students from non-dominant groups develop academic identities within schools that privilege the dominant group. It draws on an ethnographic study of an urban magnet school, focusing on a discourse analysis of conversations between 3 eighth-grade girls. Findings include that students supported their academic identities through strategically establishing symbolic boundaries between academic content and the standards by which they were judged. Overall, this study explores the ways in which students exercise agency as they develop symbolic boundaries that are more complex than the binary "white" versus "nonwhite" to attain identity-related goals. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01