Abstract
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academic skills and social capital to support college going. It considers how the schools attempt to create new understandings and expectations of the educational possibilities available to low income immigrant students, thus creating a social imaginary that resists the racialized hierarchies of the global city.
| Original language | English |
|---|---|
| Pages (from-to) | 281-296 |
| Number of pages | 16 |
| Journal | Anthropology and Education Quarterly |
| Volume | 42 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1 Sep 2011 |
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Keywords
- College access
- English-language learners
- Globalization
- Immigrant students
- Social capital
Cite this
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"To Trust in My Root and to Take That to Go Forward" : Supporting College Access for Immigrant Youth in the Global City. / Jaffe-Walter, Reva; Lee, Stacey J.
In: Anthropology and Education Quarterly, Vol. 42, No. 3, 01.09.2011, p. 281-296.Research output: Contribution to journal › Article
TY - JOUR
T1 - "To Trust in My Root and to Take That to Go Forward"
T2 - Supporting College Access for Immigrant Youth in the Global City
AU - Jaffe-Walter, Reva
AU - Lee, Stacey J.
PY - 2011/9/1
Y1 - 2011/9/1
N2 - Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academic skills and social capital to support college going. It considers how the schools attempt to create new understandings and expectations of the educational possibilities available to low income immigrant students, thus creating a social imaginary that resists the racialized hierarchies of the global city.
AB - Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academic skills and social capital to support college going. It considers how the schools attempt to create new understandings and expectations of the educational possibilities available to low income immigrant students, thus creating a social imaginary that resists the racialized hierarchies of the global city.
KW - College access
KW - English-language learners
KW - Globalization
KW - Immigrant students
KW - Social capital
UR - http://www.scopus.com/inward/record.url?scp=80051697975&partnerID=8YFLogxK
U2 - 10.1111/j.1548-1492.2011.01132.x
DO - 10.1111/j.1548-1492.2011.01132.x
M3 - Article
AN - SCOPUS:80051697975
VL - 42
SP - 281
EP - 296
JO - Anthropology and Education Quarterly
JF - Anthropology and Education Quarterly
SN - 0161-7761
IS - 3
ER -