ABSTRACT

Despite the recognition to improve the schooling experiences of Latino youth, they continue to be targets of control. While much of the research on Latino youth takes place in urban schools, this qualitative, interview-based study examines the experiences of three Latino youth who attend a suburban high school in the Midwest. Latino youth in suburbia are not only subject to disciplinary measures that fuel their disconnection with school but must also wrestle with being told that they are not taking advantage of their school’s resources. This different sort of policing around resources problematically holds Latino youth accountable for their supposed “shortcomings.” This project considers what Latino youth’s experiences can teach schools about how to enact asset-driven responses that empower rather than marginalize them.

摘要

尽管认识到改善拉丁裔青年的学校教育经历，他们仍然是控制的目标。虽然大部分关于拉丁裔青年的研究都是在城市学校进行的，但这项基于访谈的定性研究考察了三名在中西部郊区高中就读的拉丁裔青年的经历。郊区的拉丁裔青年不仅会受到纪律处分，从而加剧他们与学校的脱节，而且还必须努力应对被告知他们没有利用学校资源的情况。这种围绕资源的不同类型的监管有问题地让拉丁裔青年对他们所谓的“缺点”负责。该项目考虑了拉丁裔青年的经验可以教会学校如何制定以资产为导向的应对措施，以赋予他们权力而不是边缘化他们。