Multicultural education aims to improve understanding among students of different ethnic groups, but it can lessen intergroup conflict only if it is implemented systematically. In multiethnic school settings, the relationships among students of different "minority" groups are problematic; conflicts need to be both understood and addressed if multicultural education is to succeed. In one inner-city California high school, the celebration of Kwanzaa leads to exclusion and isolation, and the speaking of Spanish in the classroom sparks conflict and resentments.Anthropology & Education Quarterly 28(4):574-592.
Many community mobilization activities for youth violence prevention involve the researchers assisting communities in identifying, adapting, and/or tailoring evidence-based programs to fit the community needs, population, and cultural and social contexts. This article describes a slightly different framework in which the collaborative research/evaluation project emerged from the community mobilization activities. As will be discussed, this collaborative, sustained partnership was possible in the context of the Center on Culture, Immigration and Youth Violence Prevention's (UC Berkeley ACE) community mobilization activities that brought the issue of youth violence, particularly among immigrant and minority populations, to the forefront of many of the community partners' agendas. The East Bay Asian Youth Center (EBAYC) was one of the partners that came to the table, which facilitated the community-based engagement/mobilization. UC Berkeley ACE collaborated with EBAYC to evaluate an after-school program and an alternative probation program serving a diverse youth and immigrant population, including African Americans, Asians, and Hispanics. This article describes UC Berkeley ACE's community mobilization activity and the collaborative partnership with EBAYC, discusses how the evaluations incorporated community-based principles in design and practice, and presents some findings from the evaluations.
Although “association with delinquent peers” is commonly identified as “a risk factor for youth violence,” this framework leads us to blame individuals and ignore the complex lives of youth who face state, symbolic, and interpersonal violence. This study is based on interviews with young adults about their adolescence in a low-income immigrant gateway neighborhood of Oakland, California. Most of the interviewees have peer networks that are racially/ethnically diverse and also include both delinquent and conforming peers. We show that having these “doubly diverse” friendship networks helps youth move through their neighborhood safely and feel anchored to their community even when they leave to attend college. Even successful youth in our study do not erect borders between themselves and “delinquent peers.” It is easy to assign blame to youth for their friendships, their violent behavior, their lack of education, their unstable and low-paying jobs, but this calculus ignores both the structural factors that constrain youth choices and the benefits that seem to be linked to diverse friendships, even with delinquent peers. Growing up in a site of global capital accumulation and disinvestment in the era of neoliberalism, our interviewees challenge us to reframe risk.
Like many parents in the US, teen mothers regularly have professional portraits taken of their children. This article, based on an ethnographic study of a diverse group of teen mothers in urban California, analyzes these baby pictures as representations of childhood, motherhood and family, and as material objects used in the construction of kin networks. Through these portraits teen mothers construct themselves as good mothers, resisting public denunciations of their childbearing at the same time that they embrace consumer culture. Small photos are exchanged with their friends and family members, contributing to a culture of care, albeit one based on market principles.
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