Abstract The purpose of this qualitative research study was to explore whether secondary classes foster the acquisition of certain agentic capacities for formerly maltreated adolescents. We utilized the identity capital model (ICM) to explore the identity capital acquired by a socioeconomically diverse group of 40 Black former students in a mandatory, high school transformative social justice (TSJ) class. All participants disclosed some form of child maltreatment. The most prominent IC acquired for all participants included purpose, social perspective taking, moral-ethical reasoning, and resilience. Implications are discussed.

中文翻译：

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虐待儿童与身份资本的获取：变革性社会正义经验的回顾性探索

摘要 这项定性研究的目的是探讨中学课程是否有助于以前受虐待的青少年获得某些代理能力。我们利用身份资本模型 (ICM) 来探索由 40 名前黑人学生组成的社会经济多元化群体在强制性高中变革性社会正义 (TSJ) 课程中获得的身份资本。所有参与者都披露了某种形式的虐待儿童。所有参与者获得的最突出的 IC 包括目的、社会观点、道德伦理推理和韧性。影响进行了讨论。