The main purpose of this qualitative study was to understand the perceptions low-income Afro-Brazilian youth in the city of Salvador have regarding the role of formal and informal schools in shaping their racial and cultural identities. In the research, which challenged the myth of a “racial democracy,” I also investigated how the youth made sense of their social marginalization, what it means to be Black, and how they viewed higher education and future jobs. Data analysis revealed that students' identities are fluid, and both help shape, and are shaped by, their experiences at and perceptions of schools. Experiences at the cultural centers (informal schools) were the primary factor in shaping identifications. Additionally, popular discourse in Salvador remains dominated by a White elite; there is no common Afro-Brazilian identity; schools play a dual role in transforming and reproducing inequality; and structure and agency play intertwined roles in youths' perceptions of success.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/02M, Masters Abstracts International|
|Subjects:||Black studies, Educational sociology, Educational psychology, Latin American Studies|
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