Youth and Schools' Practices in Hyper-Diverse Contexts

Autor/in	Malsbary, Christine Brigid
Titel	Youth and Schools' Practices in Hyper-Diverse Contexts
Quelle	In: American Educational Research Journal, 53 (2016) 6, S.1491-1521 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	High Schools; Public Schools; Ethnography; Student Diversity; Institutional Characteristics; Institutional Mission; School Policy; Curriculum; Teacher Attitudes; Student Behavior; Language Usage; Cultural Influences; Immigrants; Participant Observation; Interviews; Qualitative Research; Student Attitudes; New York (New York); California (Los Angeles) + Suchen Sie Ihr Suchwort? High school; Oberschule; Public school; Öffentliche Schule; Ethnografie; Schulpolitik; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Student behaviour; Schülerverhalten; Sprachgebrauch; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers' beliefs and attitudes across schools, youths' practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths' practices and therefore their opportunities to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01