The goal of this study was to include the voices of marginalized urban Americans in the research on civic engagement in youth. I used the theoretical framework of the social construction of knowledge, critical social capital, democratic solidarity, and sociopolitical development to examine how marginalized urban youth (young people of color between the ages of 14 and 21) conceptualize community, responsibility, and citizenship. I used a multimethod approach combining survey and focus group discussions to interact with 16 young people in two different community-based organizations. I asked young African, Latino, and Vietnamese Americans to complete an online survey and attend focus group discussions in Seattle, Washington. The online survey provided quantitative information on participants' responses while transcripts of the focus group discussions shed light on issues and concerns raised by the survey. The survey data and focus group discussions led to four themes: (a) civility, (b) respect, (c) solidarity, and (d) activist citizenship. Key findings were that these marginalized young people are deeply committed to their communities, demanding and giving of respect, and aware of ulterior motives and hidden agendas behind research. Marginalized youth were eager to talk about their ideas and concepts about civic engagement with an adult researcher who took the time to allay their concerns and trepidations. This study sheds new light by including the voices of urban marginalized young people in the research on civic engagement in youth.
|Advisor:||Banks, James A.|
|School:||University of Washington|
|School Location:||United States -- Washington|
|Source:||DAI-A 73/07(E), Dissertation Abstracts International|
|Subjects:||Social research, Multicultural Education|
|Keywords:||Activism, Civic engagement, Critical, Marginalized, Mixed methods, Multicultural, Social capital|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be