The Narrative Experiences of Hmong American Adolescent Males Labeled "Educationally 'At Risk'"

Autor/in	Endo, R.
Titel	The Narrative Experiences of Hmong American Adolescent Males Labeled "Educationally 'At Risk'"
Quelle	In: Education and Urban Society, 49 (2017) 6, S.593-615 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516644051
Schlagwörter	Adolescents; Males; At Risk Students; Labeling (of Persons); Personal Narratives; Asian American Students; Student Experience; Academic Failure; Asian Culture; Public Schools; Secondary School Students; Teacher Student Relationship; Whites; Minority Group Students; Semi Structured Interviews; Ethnic Stereotypes; Urban Schools; Suburban Schools; Females; Secondary School Teachers; Hmong People; Minnesota (Minneapolis); Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Labeling-Ansatz; Erlebniserzählung; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Studienerfahrung; Public school; Öffentliche Schule; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer; National stereotype; Nationales Stereotyp; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Weibliches Geschlecht
Abstract	This article analyzes the narrative experiences of Hmong American adolescent males who were labeled "at risk" or "high risk" for academic failure or underperformance by their predominantly White school counselors and teachers. Additional data sources included classroom observations at two racially diverse public high schools and semi-structured interviews with two White American female classroom teachers to ascertain how the "at-risk" label manifested in everyday practices ranging from classroom management/discipline methods, instructional decisions, interpersonal interactions, referrals, and tracking practices. The findings will highlight how the "at-risk" label along with a range of other deficit-based expectations intersected with several problematic assumptions about Asian American masculinities and Hmong American culture that suggested that in general, White school personnel were not aware of how their understandings of racial deviance and difference shaped how they assessed, diagnosed, and interacted with these students. Critically, the "at-risk" label had direct implications for tracking the youth participants into non-college-preparatory tracks including pathways toward alternative, remedial, and special education, or in one case, juvenile detention. Implications are offered for practice and theory. (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