DOI•
Learning to Labour: How Working Class Kids Get Working Class Jobs
01 Dec 2011-Iss: 32, pp 5-8
About: The article was published on 2011-12-01 and is currently open access. It has received 1252 citations till now. The article focuses on the topics: Working class.
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01 Jan 2010
TL;DR: The concept of community of practice was not born in the systems theory tradition as discussed by the authors, but it has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory.
Abstract: The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.
1,082 citations
Book•
27 Jun 2011
TL;DR: In this article, the Flatlands of Oakland and the Youth Control Complex are discussed. But the focus is on the role of black youth in the criminal justice system and community institutions.
Abstract: Preface Acknowledgments Part I Hypercriminalization 1 Dreams Deferred: The Patterns of Punishment in Oakland 2 The Flatlands of Oakland and the Youth Control Complex 3 The Labeling Hype: Coming of Age in the Era of Mass Incarceration 4 The Coupling of Criminal Justice and Community Institutions Part II Consequences 5 "Dummy Smart": Misrecognition, Acting Out, and "Going Dumb" 6 Proving Manhood: Masculinity as a Rehabilitative Tool 7 Guilty by Association: Acting White or Acting Lawful? Conclusion: Toward a Youth Support Complex Appendix: Beyond Jungle-Book Tropes Notes References Index About the Author
909 citations
TL;DR: The authors examines the transition to adulthood among 1.5-generation undocumented Latino young adults and finds that for them, the transition from K to adulthood involves exiting the legally protected status of K to...
Abstract: This article examines the transition to adulthood among 1.5-generation undocumented Latino young adults. For them, the transition to adulthood involves exiting the legally protected status of K to ...
663 citations
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
528 citations
Cites background or result from "Learning to Labour: How Working Cla..."
...In some of these studies, such differences result in student disengagement from school (e.g., Willis, 1977)....
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...Over time, these competing allegiances may severely constrain student engagement in school, heighten ambivalence, and increase disidentification (Eckert, 1989; Fordham & Ogbu, 1986; McLeod & Yates, 2006; Willis, 1977)....
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...These forms are manifest in mismatches between students’ individual and/ or collective identities and the habits and norms privileged by schools (Barron, 2006; Fordham & Ogbu, 1986; Ogbu, 1995; Willis, 1977)....
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TL;DR: The Longitudinal Immigrant Student Adaptation Study (LISA) as discussed by the authors used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years.
Abstract: Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design: The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings: Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the par
356 citations
Cites background from "Learning to Labour: How Working Cla..."
...…intense segregation by race and poverty (Orfield, 1998) tend to have schools that are overcrowded and understaffed, face high teacher and staff turnover, and are plagued by violence and hostile peer cultures (García-Coll & Magnuson, 1997; Mehan, Villanueva, Hubbard, & Lintz, 1996; Willis, 1977)....
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References
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TL;DR: In this article, the authors examined how mobility affects the psychic and emotional life of the individual, and how mobility influences social, familial and intimate relationships, as well as the ontological coherence of the self, using 39 lifecourse interviews with upwardly mobile respondents drawn from the UK Cultural Capital and Social Exclusion Project (CCSE).
Abstract: Increasing social mobility is the ‘principal goal’ of the British Government's social policy (Cabinet Office, 2011: 5) However, while policy perspectives present mobility as an unambiguously progressive force, there is a striking absence of studies looking at the impact of mobility on individuals themselves Drawing on 39 lifecourse interviews with upwardly mobile respondents drawn from the UK Cultural Capital and Social Exclusion Project (CCSE), this paper examines how mobility affects the psychic and emotional life of the individual More specifically, it examines how mobility influences social, familial and intimate relationships, as well as the ontological coherence of the self Following Bourdieu's (2004: 127) description of his own upward trajectory, the paper argues that the concept of a divided habitus, or habitus clive, may be particularly useful for understanding some iterations of the contemporary mobility experience, particularly its most long-range forms Such a concept, it argues, helps explain how the emotional pull of class loyalties can entangle subjects in the affinities of the past, and why – despite prevailing political rhetoric – upward mobility may remain a state that not everyone unequivocally aspires to
219 citations
TL;DR: In this article, a long-term engagement in youth research, from the early 1980s to now, reflects on how youth transitions to the labour market and the way that they are thought about in youth studies and youth policy have changed and stayed the same over the past 30 years.
Abstract: What is youth studies for? One answer to this question points to the valuable, possibly unique, position youth research has as a window on processes of social change and of social continuity. Based on the author’s long-term engagement in youth research, from the early 1980s to now, this article reflects on how youth transitions to the labour market – and the way that they are thought about in youth studies and youth policy – have changed and stayed the same over the past 30 years. While the main empirical focus is on the UK, the article notes the wider relevance of many of the trends that are discussed. As well as looking backward, the article considers possibilities and challenges for the future; for youth, for youth research and for youth policy. In terms of young adults’ lives, the spreading shadow of unemployment, economic marginality and precariousness is described. In terms of research, it argues that, in order to achieve greater theoretical significance and impact for youth studies – and to better ...
218 citations
TL;DR: This paper assess the literature on cultural explanations for ethno-racial differences in K-12 schooling and academic performance, and conclude that a coherent theory of culture's impact on ethnic and race groups is needed.
Abstract: In this article we assess the literature on cultural explanations for ethno-racial differences in K–12 schooling and academic performance. Some cultural arguments problematically define certain ethno-racial identities and cultures as subtractive from the goal of academic mobility while defining the ethnic cultures and identities of others as additive and oriented toward this goal. We review two prevailing schools of thought that compare immigrant and native minority students: cultural–ecological theory and segmented assimilation theory. Second, we examine empirical research that highlights the complexity of culture, focusing on four domains: (a) the school’s cultural environment; (b) variation in identities and cultural practices within ethnic and racial groups; (c) the multidimensional nature of culture and its variable impact on students; and (d) the intersections of race, ethnicity, class, and gender. This literature—when synthesized—suggests that a coherent theory of culture’s impact on ethnic and rac...
218 citations
TL;DR: Although many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers' effects on these outcomes as mentioned in this paper, which is a limitation of our work.
Abstract: Although many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers’ effects on these outcomes. Using data...
201 citations
TL;DR: In this article, a qualitative study of 18-24-year-old, male, front-line, retail employees in the South-East of England was conducted to illustrate how some young people do not find themselves neatly situated on one side of such categorical cleavages.
Abstract: Jones' (2002) discussion of polarised transitions and the ‘fast and slow lanes to adulthood’ espoused by Bynner et al. (2002) are good examples of how dualistic language often permeates youth transitions discourses. This often results in transitions research concentrating on a dichotomy of experience during the youth phase. The primary purpose of this article is to develop the argument for the inclusion of detailed documentation and analysis of the transitions of intermediate groups who fall between the lines of this dualism. These young people constitute a ‘missing middle’ in relation to youth studies and UK educational policy. To support this argument, the paper turns to the results of a qualitative study of 18–24-year-old, male, front-line, retail employees in the South-East of England to illustrate how some young people do not find themselves neatly situated on one side of such categorical cleavages. These young men are following neither a NEET (not in education, employment or training) pathway nor a ...
201 citations