School officials know very little about adjudicated youth’s experiences after re-entering school. Moreover, the research literature defining and describing school culture as a whole is weak and treats school culture as monolithic. This qualitative study seeks to understand school re-entry culture through the voice of high school students who have reversed the school-to-prison pipeline. This study utilized semi-structured interviews and photovoice research methods.
Data analysis revealed a school counterculture that exists for students re-entering school. The findings in this study describe a school counterculture of repurposing safety to act on students’ behalf when facing a potential injustice and repurposing of facilities for privacy and autonomy. When describing reengagement in school, participants noted belonging and acceptance as defining school; help from teachers was critical. The participants also highlighted how the culture of mainstream school requires the practice of catching-up, which for re-entering students, is a very different experience than students who hold significant social and cultural capital.
The findings in this study contribute an understanding of culture, as a problematic construct. This study proposes that culture should be described and examined as a mosaic of diverse cultures. In addition, using McLaren’s (2003) definition of culture helps us see how re-entering students maintain their position in society through the practices, values, and norms in mainstream school determined by dominant culture.
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Educational administration, Secondary education|
|Keywords:||Adjudicated youth, Culture, Photovoice, Re-entry, School culture|
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