Literaturnachweis - Detailanzeige
Autor/inn/en | Poteat, V. Paul; Calzo, Jerel P.; Yoshikawa, Hirokazu; Rosenbach, Sarah B.; Ceccolini, Christopher J.; Marx, Robert A. |
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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 (2) |
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 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 |