Extracurricular Settings as a Space to Address Sociopolitical Crises: The Case of Discussing Immigration in Gender-Sexuality Alliances Following the 2016 U.S. Presidential Election

Autor/inn/en	Poteat, V. Paul; Calzo, Jerel P.; Yoshikawa, Hirokazu; Rosenbach, Sarah B.; Ceccolini, Christopher J.; Marx, Robert A.
Titel	Extracurricular Settings as a Space to Address Sociopolitical Crises: The Case of Discussing Immigration in Gender-Sexuality Alliances Following the 2016 U.S. Presidential Election
Quelle	In: American Educational Research Journal, 56 (2019) 6, S.2262-2294 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219839033
Schlagwörter	Extracurricular Activities; Discussion; Immigration; LGBTQ People; Self Efficacy; Social Justice; Culture; Race; High School Students; Faculty Advisers; Student Organizations; Massachusetts + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Diskussion; Self-efficacy; Selbstwirksamkeit; Soziale Gerechtigkeit; Kultur; Rasse; Abstammung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Master-Studiengang
Abstract	School-based extracurricular settings could promote dialogue on sociopolitical crises. We considered immigration discussions within gender-sexuality alliances (GSAs), which address multiple systems of oppression. Among 361 youth and 58 advisors in 38 GSAs (19 in 2016-2017/Year 1; 19 in 2017-2018/Year 2), youth in Year 1 reported increased discussions from baseline throughout the remaining school year; differences were nonsignificant in Year 2. In both years, youth reporting greater self-efficacy to promote social justice, and GSAs with advisors reporting greater self-efficacy to address culture, race, and immigration discussed immigration more over the year (adjusting for baseline). In interviews, 38 youth described circumstances promoting or inhibiting discussions: demographic representation, open climates, critical reflection, fear or consequences of misspeaking, discomfort, agenda restrictions, and advisor roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06