Suchergebnisse

First- and second-generation Hmong American youth gather much of their information about America and "being American" from their experiences attending school. This ethnographic study explores the way Hmong American students at a public high school in Wisconsin interpret what it means to be Hmong in the United States. It examines the way the culture of Whiteness at the school shapes Hmong American students'experiences and their understandings about being American. The article addresses such questions as What is the school teaching Hmong students about America and being American? How do non-Hmong students and staff construct Hmong American students? How do Hmong American students respond to the culture of Whiteness?

Frontmatter -- Contents -- Foreword -- Acknowledgments -- Introduction -- Part I. Identity Development -- 1. Hmong American Masculinities -- 2. Frames of Self -- 3. Boys in Men's Clothing -- 4. A Relational Perspective on Adolescent Boys' Identity Development -- Part II. Family Relationships -- 5. Experiences of Trust with Parents -- 6. Psychological Well-Being, School Adjustment, and Problem Behavior among Chinese Adolescent Boys from Poor Families -- 7. The Role of Father Support in the Prediction of Suicidal Ideation among Black Adolescent Males -- Part III. Friends and Peers -- 8. Intimacy, Desire, and Distrust in the Friendships of Adolescent Boys -- 9. Peer Relationships among Chinese Boys -- 10. The Influence of Peer Experiences on Bravado Attitudes among African American Males -- Part IV. Sexuality and Romantic Relationships -- 11. Getting Close, Staying Cool -- 12. Adolescent Boys' Heterosexual Behavior -- 13. Boy-on-Boy Sexuality -- Part V. Schooling -- 14. Immigrant Boys' Experiences in U.S. Schools -- 15. Understanding the Exceptions -- 16. From Preschool to Middle School -- About the Contributors -- Index

Urban Girls, published in 1996, was one of the first volumes to showcase the lives of girls growing up in contexts of urban poverty and sometimes racism and violence. It spoke directly to young women who, often for the first time, were seeing their own stories and those of their friends explained in the materials they were asked to read. The volume has helped to shape the way in which we study girls and understand their development over the past decade.Urban Girls Revisited explores the diversity of urban adolescent girls' development and the sources of support and resilience that help them to build the foundations of strength that they need as they enter adulthood. Urban girls are frequently marginalized by poverty, ethnic discrimination, and stereotypes suggesting that they have deficits compared to their peers. In fact, urban girls do often"grow up fast," taking on multiple adult roles and responsibilities in contexts of high levels of adversities. Yet a majority of these girls show remarkable strengths in the face of challenges, and their families and communities provide many assets to support their development. This new volume showcases these strengths.Contributors:Amy Alberts, Natasha Alexander, Murray Anderson, Elizabeth Banister, Cecilia Benoit, Kristen Boelcke-Stennes, Ana Mari Cauce, Elise D. Christiansen, Brianna Coffino, Catherine L. Costigan, Karin Coyle, Anita Davis, Jill Denner, Sumru Erkut, Kenyaatta Etchison, Michelle Fine, Yulika Forman, Emily Genao, Mikael Jansson, Chalene Lechuga, Stacey J. Lee, Richard M. Lerner, Nancy Lopez, Ann S. Masten, Jennifer McCormick, Jennifer Pastor, Erin Phelps, Leslie Prescott, Jean E. Rhodes, Ritch C. Savin-Williams, Anne Shaffer, Renee Spencer, Pamela R. Smith, Carl S. Taylor, Jill McLean Taylor, Virgil A. Taylor, Maria Elena Torre, Allison J. Tracy, Carmen N. Veloria, Martina C. Verba, and Janie Victoria Ward