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| Autor/in | Fenton, Tara-Jeneil S. |
|---|---|
| Titel | Avenues into the Street Economy: Childhood Trauma and the Unsuccessful Navigation of the Public Education System in the United States |
| Quelle | In: Texas Education Review, (2018), S.71-86 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2329-5724 |
| Schlagwörter | Economics; Public Education; Access to Education; Child Abuse; Early Experience; Trauma; Crime; Privatization; Educational Finance; Budgeting; Retrenchment; Social Justice |
| Abstract | The constituencies of the street economy (including itinerant labor, sex work, the selling and distribution of narcotics) serve as a suitable though non-ideal substitute to the formal economy (the macro, traditional, socially acceptable and politically approved labor market) for the purpose of acquiring monetary resources. The prerequisites for entry into the street economy are non-standardized, non-discriminatory, and inclusive of all individuals from varied racial and social backgrounds. However, an analysis of street economy demographics within the United States reveals that this population is predominately comprised of Black (African American) and Latino/a racial identities within an approximate chronological age range of 15-23 years. Factors contributing to participants' initiation into the street economy are multifaceted and include past experiences of trauma, financial instability, as well as the inaccessibility or unsuccessful completion of public formal education. This research explores these and other factors, evaluates corporate responses to the effects of the street economy, and makes recommendations on how these issues may be addressed. (As Provided). |
| Anmerkungen | Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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