Coming of Age in U.S. High Schools

Economic, Kinship, Religious, and Political Crosscurrents

Nonfiction, Health & Well Being, Psychology, Child & Adolescent, Adolescent Psychology, Reference & Language, Education & Teaching, Student & Student Life
Cover of the book Coming of Age in U.S. High Schools by Annette B. Hemmings, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Annette B. Hemmings ISBN: 9781135621193
Publisher: Taylor and Francis Publication: May 20, 2004
Imprint: Routledge Language: English
Author: Annette B. Hemmings
ISBN: 9781135621193
Publisher: Taylor and Francis
Publication: May 20, 2004
Imprint: Routledge
Language: English

Coming of Age in U.S. High Schools: Economic, Kinship, Religious, and Political Crosscurrents takes readers into the lives of urban and suburban adolescents for a close-up look at how they navigate the conflicting discourses and disciplinary practices of American cultural crosscurrents that flow through economic, kinship, religious, and political domains of American life. The book is distinctive in how it combines classic anthropological theory and contemporary post-anthropological perspectives into an innovative framework for understanding adolescent coming of age processes in U.S. public high schools. Coming of age is conceived as a dual process of community integration and identity formation.

In this expansive multi-site ethnography of high school students representing diverse racial, ethnic, social class, gender, and sexual backgrounds, coming of age is described and analyzed as it unfolded in the classrooms and corridors of three high schools: a racially desegregated urban school; a suburban school serving middle class students; and a school with a majority of Black youth living in impoverished inner-city neighborhoods. The study goes well beyond issues of academic achievement to recognize and explore the function of U.S. high schools in smoothing adolescent transitions into the multiple domains of American life. Graduating seniors in the final analyses are heralded as absorbers of traditions, barometers of trends, and harbingers of change.

Of interest to a broad range of researchers, teachers, and educational policymakers, this book is particularly relevant for scholars, faculty, and graduate students in social foundations of education, educational anthropology, secondary teacher education, qualitative educational research, and related fields.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Coming of Age in U.S. High Schools: Economic, Kinship, Religious, and Political Crosscurrents takes readers into the lives of urban and suburban adolescents for a close-up look at how they navigate the conflicting discourses and disciplinary practices of American cultural crosscurrents that flow through economic, kinship, religious, and political domains of American life. The book is distinctive in how it combines classic anthropological theory and contemporary post-anthropological perspectives into an innovative framework for understanding adolescent coming of age processes in U.S. public high schools. Coming of age is conceived as a dual process of community integration and identity formation.

In this expansive multi-site ethnography of high school students representing diverse racial, ethnic, social class, gender, and sexual backgrounds, coming of age is described and analyzed as it unfolded in the classrooms and corridors of three high schools: a racially desegregated urban school; a suburban school serving middle class students; and a school with a majority of Black youth living in impoverished inner-city neighborhoods. The study goes well beyond issues of academic achievement to recognize and explore the function of U.S. high schools in smoothing adolescent transitions into the multiple domains of American life. Graduating seniors in the final analyses are heralded as absorbers of traditions, barometers of trends, and harbingers of change.

Of interest to a broad range of researchers, teachers, and educational policymakers, this book is particularly relevant for scholars, faculty, and graduate students in social foundations of education, educational anthropology, secondary teacher education, qualitative educational research, and related fields.

More books from Taylor and Francis

Cover of the book Political Thought and Political History by Annette B. Hemmings
Cover of the book Peacebuilding and Spatial Transformation by Annette B. Hemmings
Cover of the book Calendars in the Dead Sea Scrolls by Annette B. Hemmings
Cover of the book Re-Mapping Archaeology by Annette B. Hemmings
Cover of the book Financial Cooperatives and Local Development by Annette B. Hemmings
Cover of the book Jane Austen's Civilized Women by Annette B. Hemmings
Cover of the book Green Industrial Policy in Emerging Countries by Annette B. Hemmings
Cover of the book Stadium Worlds by Annette B. Hemmings
Cover of the book Cultural Studies by Annette B. Hemmings
Cover of the book The Music Industry Handbook by Annette B. Hemmings
Cover of the book Educating Children with Emotional and Behavioural Difficulties by Annette B. Hemmings
Cover of the book Cities and Economies by Annette B. Hemmings
Cover of the book Architectures of Festival in Early Modern Europe by Annette B. Hemmings
Cover of the book Transnational Migration and Work in Asia by Annette B. Hemmings
Cover of the book Fundamentals of Descriptive Statistics by Annette B. Hemmings
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy