Queer in America: Citizenship for Sexual Minority Youth

Sexual minority youth face many challenges in their daily lives. This article considers the barriers that hinder their opportunities for citizenship development in 3 key developmental domains: family, faith, and education. Theoretical perspectives on sexuality and citizenship provide a lens through which to view examples of settings in which sexual minority youth have created new spaces within which to explore their identities, develop community, and create social change. These settings include online communities for lesbian, gay, bisexual, transgender, and questioning youth, and high school Gay-Straight Alliances.     

The Power of Black and Latina/o Counterstories: Urban Families and College-Going Processes

This article examines the diversity of practices utilized by working-class and poor black and Latina/o families to support their children's college-going processes. We employ the work of feminists, scholars of color, and critical ethnographers to critique the power undergirding the monolithic model establishing one entry point of parental involvement in urban schools. Then, drawing on data from a one-year critical ethnography of 27 black and Latina/o youth, we illustrate the ways counterstories expanded entry points of family involvement within the lives of black and Latina/o college-bound youth . [minorities, youth, college-going, family, counterstories]     

"They See Us as Resource": The Role of a Community-Based Youth Center in Supporting the Academic Lives of Low-Income Chinese American Youth

Based on a 15-week ethnographic-based research, this article examines the role of a community-based youth center in supporting the academic lives of Chinese American youth from low-income families in an east coast city I call "Harborview." This study demonstrates the significant role that community-based organizations play for low-income immigrant youth in providing them with social capital. This study also challenges the portrayal of Asian Americans as model minorities who do not face any barriers.  [Asian American education, community-based organizations, out-of-school-time programs, social capital]     

Negotiating Individualist and Collectivist Futures: Emerging Subjectivities and Social Forms in Papua New Guinean High Schools

This article explains the academic disengagement of a critical mass of high school students in Manus Province, Papua New Guinea, as resulting in part from emerging personal subjectivities and new social networks. Based on a year of ethnographic research in 1994–95, the article describes the authority these young people attributed to their own perceptions of the limited opportunity structures facing them and to the idealized village-based egalitarian student identity being circulated through peer networks. As such, it illuminates the educational implications of youth culture, and demonstrates how local and global processes are mediated through the social fields of high schools.     

Moving from Complaints to Action: Oppositional Consciousness and Collective Action in a Political Community

This article analyzes the process of youth political activism and development by drawing on ethnographic research on Asian and Pacific Islander youth activists. Young people revealed that collective action begins with a critical analysis of their lived experiences with inequalities. Their actions also involved oppositional consciousness that was nurtured in social justice-oriented community organizations. Tracking youth's successful efforts for school reform, I show how oppositional consciousness is realized and what activism looks like in practice.  [youth activism, oppositional consciousness, social–educational change, Asian and Pacific Islanders]     

The change of life,the sorrow of life: Menopause,bad blood and cancer among Italian-Australian working class women

This paper explores the discourse of menopause, health and illness among 20 middle aged Italo-Australian working class women living in Melbourne. Using the methods of interpretative anthropology and the perspectives of critical feminist theory, I argue that women's discourse about health and illness is one way in which they express feelings of loss over the fertility of their youth, ambivalences about their lives in Australia, and grief over a life left behind in Italy. These losses are experienced physically and expressed metaphorically through conditions of bad blood and nerves and are perceived to contribute to their vulnerability to a range of diseases including cancer. For these women, the change of life is experienced as the end of life and their fear of cancer is representative of their fears of social and physical death. Cancer is also seen to be a disease more common in Australia and is used as a metaphor for expressing anxieties relating to feelings of placelessness, of being disconnected from one's roots, and anxieties about becoming old and dying far from “home.”     

Dropout typologies: Relating profiles of risk and support to later educational re-engagement

A large body of work has examined factors that push and pull youth to drop out. However, a relatively minimal amount of work has examined whether and how these factors cluster in individuals’ lives preceding or concurrent to leaving school. This study used Latent Class Analysis with a national sample (N?=?1,942) to examine how push, pull, and protective experiences clustered in the lives of individuals who left high school without graduating. Then, we asked how the resultant classes differentially predicted youth re-engagement in educational endeavors. We identified three classes: youth with the presence of protective factors and absence of push/pull factors (Quiet Dropouts), youth with the presence of protective factors and an abundance of push/pull factors (High Adversity), and youth with the presence of instability in factors related to social relationships and school or housing (Instability). Results indicated each profile differentially predicted youths’ re-engagement in education and achievement of educational outcomes.     

Psychiatry and Military Conscription in Brazil: The Search for Opportunity and Institutionalized Therapy

Since the fall of the Brazilian military dictatorship in 1984, a number of structural and ideological changes associated with demilitarization and democracy have changed the face of psychiatric theory and practice. Around the country, pockets of innovative, politically sensitive and Marxist-inspired community-based forms of "psi" practice are developing. This emergent psi movement is making a range of positive contributions to the lives of average citizens, including those of poor disenfranchized youth. This paper, however, explores one particular dimension of the work of psi practitioners that has proven antithetical to the psi community's current politicized community-based aims. Based on qualitative and quantitative longitudinal ethnographic fieldwork with therapists and young men in Pelotas, this paper analyzes how certain kinds of psi interventions being carried out in schools for a subset of lower-class young men during their early teen years are encouraging some youth to seek military training as a life option. Although these young men initially had quite captivating, engaged and politicized-if also conflicting-interactions with therapists, their eventual disillusionment with their therapeutic and scholastic experiences resulted in high levels of social alienation and de-politicization. In these young men's search for what can best be described as formulaic solutions to troubling psychological experiences associated with a tumultuous institutionalized transition to adulthood, military training came to represent a form of self-cultivation and self-therapy. Several youth also hoped military training would enable them to actively disengage with local political processes and find shelter from troubling social inequities and injustice. The paper ends by reviewing the implications of these results for the future of psi knowledge and practice in Brazil.     

Muslim Youth in Canadian Schools: Education and the Politics of Religious Identity

This article provides an ethnographic analysis of the schooling experiences of Muslim youth in Canada who are committed to maintaining an Islamic lifestyle despite the pressures of conformity to the dominant culture. Little attention has been paid to how religious identity intersects with other forms of social difference, such as race and gender in the schooling experiences of minoritized youth. Using a case study often Muslim students and parents, this article demonstrates how Muslim students were able to negotiate and maintain their religious identities within secular public schools. The participants' narratives address the challenges of peer pressure, racism, and Islamophobia. Their stories reveal how Muslim students are located at the nexus of social difference based on their race, gender, and religious identity. The discussion further explores the dynamics through which these youth were able to negotiate the continuity of their Islamic identity and practices within schools despite the challenges that they faced. Building upon existing theories of identity maintenance and construction, this research demonstrates how the interplay of the core factors of ambivalence, role performance, and interaction and isolation are implicated in the way Muslim students negotiate the politics of religious identity in their schooling experiences.     

Adolescent Characteristics by Type of Long-Term Aim in Life

Surveys were administered to adolescents (N = 144) to determine if young people varied based on the type of long-term aims they held. Using cluster analysis, four groups emerged from the data: youth without clear long-term aims, youth with self-oriented long-term aims, youth with other-oriented long-term aims, and youth with both self- and other-oriented long-term aims. The latter two clusters represent potentially purposeful youth and the self-oriented cluster represents youth with meaning in their lives. Therefore, the authors were able to compare potentially purposeful youth to youth with meaning and to youth with neither purpose nor meaning in their lives. Youth with other-oriented long-term aims were more likely to be searching for a purpose, to have identified a purpose, to report higher levels of life satisfaction, and to score higher on openness. Implications for understanding the purpose construct and for fostering purpose among adolescents are addressed.     

Salivary alpha amylase-cortisol asymmetry in maltreated youth

BACKGROUND: Maltreatment represents a major stressor in the lives of many youth. Given the known effects of stress exposure on subsequent functioning of biological stress response systems, researchers have been interested in the effects of maltreatment on the functioning of these systems. Experimental studies reveal that previous exposure to stress affects the symmetry between components of the physiological stress response to subsequent stress. The present study examined asymmetry between salivary alpha amylase (sAA), a sympathetic indicator, and cortisol reactivity to a social stressor among maltreated and comparison youth age 9 to 14 years. Consistent with earlier studies suggesting that stress leads to asymmetry between hypothalamic-pituitary-adrenal axis and sympathetic nervous system activity, we expected that maltreated youth would exhibit greater sAA-cortisol asymmetry than would comparison youth. METHODS: Forty-seven maltreated and 37 comparison youth visited the laboratory and engaged in a social stress protocol. We collected 2 saliva samples before the stressor and 4 after, at 0 min post-stress and every 10 min for 30 min. RESULTS: Maltreatment status moderated the relation between sAA and cortisol activity in response to the stressor. Comparison youth showed significant links between the sAA and cortisol responses; maltreated youth had no significant associations between responses in the two biomarkers. CONCLUSION: The data were consistent with sAA-cortisol asymmetry among maltreated youth. Further research should seek to replicate this finding and investigate its implication for developmental trajectories.     

Community Life and Discourses among Fiji Islanders in Kantō, Japan

This article examines how Fiji Islanders of diverse ethnic backgrounds living in Japan's Kantō area reflect on and constitute community life in the diaspora. While they occasionally refer to the ‘community’ and speak about its social value, get-togethers of significant numbers occur infrequently. Ultimately, a Fijian-centred community is virtually absent in the everyday lives of Japan-based Fiji Islanders. Based on twelve months of ethnographic fieldwork in the Tokyo Metropolis and its neighbouring prefectures, this contribution suggests that for Fiji Islanders in Kantō, talking about ‘community’ serves two particular purposes: on the one hand community discourses create an emotional bond, both among the migrants and between the migrants and their place of origin. At the same time, discourses on the relevance of the community without undergoing efforts to maintain it, serve as strategies of navigating self and belonging in a critical and reflexive way. As migrants’ social lives are complex and shaped by numerous economic, spatial, and individual disjunctures, Kantō Fiji Islanders contextually configure and extend their social relations with regard to their socio-cultural heritage, their place of residence in Japan, their gaikokujin (foreigner) status, and their life-work cycles.     

The river echoes with laughter: a child‐centred analysis of social change in Amazonia

This article examines radical social, cultural, and political changes taking place in Amazonia from the perspective of indigenous children and youth: a group who, despite their demographic prevalence, have received limited attention in the regional literature. Drawing on fieldwork with Matses people in Peru, I consider how children and youth are playing a critical role in the transition from a hunter‐gatherer, forest‐based society towards a riverine lifestyle that is increasingly engaged in trade, the market economy, and exchanges with chotac, or non‐indigenous people. I argue that by engaging with their surroundings through playing and working, Matses children are becoming affectively attached to some parts of the world rather than others. This represents a purposeful shift from the lifestyle and worldviews of older generations and highlights how children are active agents who shape possible future directions of Matses society and transform the community's relationships with the world. Accordingly, I propose a child‐centred view of social change that seeks to demonstrate the implications of children's creativity and agency for society at large and its future development.     

Cities and social participation: Social inequalities from children's and youth's point of view

Social participation, as far as children and youth are concerned, stands as one of the rights of children formalized by the Convention on the Rights of the Child. The present work is an attempt to contribute to the discussion on the ways whereby this right can be implemented, by raising the issue that children and youth constructively interpret social differences as a main feature of cities by providing explanations of social inequalities and their remedial mechanisms. Three case studies based on an action research invervention in three different institutions are presented. The analysis of focal group discussions with children and youth highlight their perspectives about life in the city: the city that they lived in and the city as they would like it to be demonstrating how children's and youth's views can provide a deep and critical understanding of their own society and the ways to change it.     

Biographies for Artistic and Social Intervention: A Youth-Driven Project

This article discusses how biographical materials may be used in youth arts education projects to develop new methodologies and approaches that can stimulate artistic and social intervention in contemporary urban communities, thus changing the field of arts education policy at the community level. Through their creation of Artistic Society Projects, a group of young people from the arts education project Bando à Parte: Youth Cultures, Arts and Social Inclusion (O Teatrão, Coimbra, Portugal) have created a voice that may be used to transform their own communities. The starting points for this transformation are the young peoples’ biographical paths. The influence of youth on education policy may be strategically understood in the context of formal and nonformal school curricula. How can youth use their biographies to develop specific contributions both to change in individual behaviors and to social change in urban communities, influencing arts education policies to instigate action? The exploration of these processes through the work of artistic creation, inspired by collected biographical materials, represents a contribution to ongoing reflection on the issues of memory, identity, youth resistance, and community change in urban settings, influencing the ways in which arts education policy is understood and implemented.     

Contested Citizenship and Social Exclusion: Adolescent Arab American Immigrants' Views of the Social Contract

Drawing from social contract theory, we explore how some adolescent Arab immigrants' (n = 99) sensitivity to the image of their ethnic group as enemies of America colors their interpretation of the social contract. Analyses of data collected in 1997 reveal that those youth who reported that the American media portray Arab people and nations as enemies of the United States are more attuned to personal experiences of prejudice based on their ethnic identity and are more dubious that the tenets of the social contract apply equally across groups. Negative images of Arab Americans were well in place prior to September 11, 2001, a pivotal moment that altered the lives of Arab Americans as well as the discourse on immigration and citizenship.     

Young Chileans' Views of Citizenship: Findings From the First Generation Born After the Reinstitution of Democracy

Through a qualitative methodology, this study examines meanings attached to citizenship, barriers for citizenship, motivations for civic engagement, and aspirations as citizens in a sample (n = 71) of Chilean youth that grew up during the transition to democracy. The meanings youth attached to citizenship include membership, entitlement to rights and responsibilities, active participation, being informed, and voting. Participants perceived that practices of the political class, the economic system, and social disparities are barriers to exercising citizenship. They challenge the principles of a social order they consider unjust and advance proposals for social transformation that claim for social justice, reducing socio-economic disparities, discrimination, and bringing the political class closer to ordinary citizens. Findings reflect critical and cultural notions of citizenship. Contrasting their actual experiences with their aspirations for citizenship, participants feel politically inefficacious as they perceive they lack the power to influence the sociopolitical system. Implications for sociopolitical development and youth policy are discussed.     

Hyphenated Selves: Muslim American Youth Negotiating Identities on the Fault Lines of Global Conflict

In the wake of the events of September 11, Muslim-American youth found that the multiple cultures within which they live were suddenly and alarmingly in conflict. The developmental consequences of living in a world fractured by religious and ethnic terror have yet to be determined for Muslim youth in the United States. This exploratory, mixed-method study begins to examine how Muslim youth negotiate their identities in these challenging times. Documented in the surveys, narrated in the interviews, and drawn into their identity maps, Muslim-American youth (n = 70) ages 12 to 18, vividly portrayed their interior lives as a dialectic labor of psychological reconciliation – piecing together what we call hyphenated selves. The results show that Muslim youth experience discrimination, sometimes to an extreme degree. We observed diversity in how youth deal with the challenges of growing up Muslim in post 9/11 US, ranging from “telling nobody” to policing each other within the Muslim community. In addition we found that males and females negotiate their Muslim and American identities in different ways.     

Seeking Social Inventions to Improve the Transition to Adulthood

Social inventions are new ways of solving human problems. This article reports on an action research project designed to find social inventions to reduce structural lag in four programs that support the transition to adulthood of marginalized youth in Latin America. The investigators engaged youth and staff members in identifying important questions, collecting and interpreting data, and using findings to improve their practices. Their issues aligned with social setting features: activities, resources, roles, and norms. Among their social inventions were “the life project,” the role of mentor, youth responsibility, and new norms of reflection introduced by action research, which not only revealed social inventions but generated them as well. Interaction with external parties contributed to this process: the investigators, “local researchers” engaged as part of the project, participants in conferences convened for participants. Rather than recommending social inventions for adoption in other locations, we recommend using action research to generate local social inventions.     

The rise of creative youth development

ABSTRACT

Creative youth development (CYD) is a dynamic area of community arts education that successfully bridges youth development and arts education. CYD is an intentional, holistic practice that combines hands-on artmaking and skill building in the arts with development of life skills to support young people in successfully participating in adolescence and navigating into adulthood. Young people in CYD programs exhibit high levels of artistic skill and accomplishment along with increased self-esteem and sense of belonging. CYD participants are immersed in a broad array of rigorous artistic endeavors, including creating documentary films, researching and reporting on community issues through radio broadcasts, writing and staging new theatrical works, and engaging in thoughtful critique of one another's visual art work. The impact for youth of program participation extends beyond pride in artistic accomplishment. Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui. This article provides a definition for the term creative youth development, describes core characteristics of CYD programs, and briefly describes four CYD programs. It provides background on the origins and history of creative youth development, including current advances in the field and signs the field is coalescing. The article describes creative youth development in the larger contexts of arts education and of education reform. Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.