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首页> 外文学位 >Cross-race friendships and segregated peer groups among teens: An educational anthropology study of race relations in two 'integrated' United States high schools.
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Cross-race friendships and segregated peer groups among teens: An educational anthropology study of race relations in two 'integrated' United States high schools.

机译：青少年之间的跨种族友谊和异族群体：对美国两所“综合”高中种族关系的教育人类学研究。

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摘要

In 1998, the "Southcity" Public School District was declared to be sufficiently racially integrated, or "unitary," by a U.S. district court. Drawing from ethnographic research conducted from January 2000--March 2001, this dissertation explores the status of race relations among students in two racially diverse high schools in a southern U.S. city. Student race relations are of particular concern at this time in U.S. history due to the abandonment of desegregation strategies that have helped to create and maintain racially diverse public schools. In this context of transition, this dissertation addresses the following questions: What patterns of integration and segregation exist among students in racially diverse high schools? How is racial segregation socially reproduced among high school students? To what extent are race relations being socially transformed by teenagers in racially diverse high schools? This research suggests that racial integration is strongest in the context of dyadic cross-race friendships, while patterns of racial segregation remain in peer group structures in public settings of the schools. Building upon the theoretical attention to structure and agency from practice theory and critical education theory, this dissertation argues that patterns of racial segregation among students were socially reproduced through peer pressure and an ideology that focused on individual choice. Although students claimed that racially bounded peer groups could be easily overcome by personal choice, the individual efforts of some students to disrupt the racialized social structure of their peers demonstrated the difficulty of achieving this goal. At the same time, the prevalence of cross-race friendships found in the two high schools suggests that students viewed each other as social equals across race, providing an ethnographic example of racial equality in schools that has heretofore been absent from critical education theory. However, students' emphasis on their own individual agency in shaping social relationships masked the extent to which school structures and policies contributed to shaping students' cross-race interactions. As a result, students concluded that there was nothing that schools could do to improve race relations. This research affirms the importance of seeking and maintaining racially integrated schools in order to foster cross-race sociability and racial equality.
机译：1998年，美国地方法院宣布“ Southcity”公立学区在种族上充分融合，即“统一”。本文从2000年1月至2001年3月的人种学研究中得出结论，探讨了美国南部城市两所种族不同的高中学生之间种族关系的状况。由于放弃了有助于建立和维持种族多样化的公立学校的种族隔离策略，因此在美国历史上，学生种族关系目前受到特别关注。在这种过渡的背景下，本论文解决了以下问题：种族多样化的高中学生之间存在哪些整合和隔离模式？高中生如何在社会上再现种族隔离？在种族多样化的高中中，青少年在多大程度上改变了种族关系？这项研究表明，在二元交叉种族友谊的背景下，种族融合最为牢固，而种族隔离的模式仍然存在于学校公共场所的同伴群体结构中。基于实践理论和批判教育理论对结构和代理的理论关注，本文认为，学生的种族隔离模式是通过同伴压力和关注个人选择的意识形态在社会上再现的。尽管学生声称可以通过个人选择轻松克服种族受限的同龄人群体，但一些学生为破坏同龄人的种族化社会结构所做的个人努力证明了实现这一目标的困难。同时，在两所高中发现的跨种族友谊的盛行表明，学生们将彼此视为种族之间的社会平等，提供了民族学上种族平等的例子，这是迄今为止批判教育理论所没有的。但是，学生在建立社会关系中对自己的代理机构的重视掩盖了学校结构和政策对塑造学生的跨种族互动的影响程度。结果，学生们得出结论，学校无法改善种族关系。这项研究肯定了寻找和维持种族融合学校的重要性，以促进跨种族的社交和种族平等。

著录项

  • 作者

    Plastaras, Holly Maluk.;

  • 作者单位

    Emory University.;

  • 授予单位 Emory University.;
  • 学科 Anthropology Cultural.;Sociology Ethnic and Racial Studies.;Education Sociology of.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 480 p.
  • 总页数 480
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 人类学;社会学;中等教育;民族学;
  • 关键词

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