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Titolo:
FORMING ACADEMIC IDENTITIES - ACCOMMODATION WITHOUT ASSIMILATION AMONG INVOLUNTARY MINORITIES
Autore:
MEHAN H; HUBBARD L; VILLANUEVA I;
Indirizzi:
UNIV CALIF SAN FRANCISCO SAN FRANCISCO CA 94143
Titolo Testata:
Anthropology & education quarterly
fascicolo: 2, volume: 25, anno: 1994,
pagine: 91 - 117
SICI:
0161-7761(1994)25:2<91:FAI-AW>2.0.ZU;2-5
Fonte:
ISI
Lingua:
ENG
Keywords:
IDEOLOGY; ACHIEVEMENT; MINORITY STUDENTS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Social Sciences Citation Index
Citazioni:
41
Recensione:
Indirizzi per estratti:
Citazione:
H. Mehan et al., "FORMING ACADEMIC IDENTITIES - ACCOMMODATION WITHOUT ASSIMILATION AMONG INVOLUNTARY MINORITIES", Anthropology & education quarterly, 25(2), 1994, pp. 91-117

Abstract

Institutional mechanisms influence students' ideology, which in turn has a positive influence on their academic performance. Latino and African American students who have participated in an untracking program for their high school careers develop a critical consciousness about their educational and occupational futures. The Latino and African American students in this untracking program become academically successful without losing their ethnic identity. They adopt the strategy of ''accommodating without assimilating,'' a pattern that Gibson associates with voluntary minorities but not involuntary minorities.

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Documento generato il 10/07/20 alle ore 00:16:43