Symbolic Boundaries and School Structure in New York and London Schools
Symbolic Boundaries and School Structure in New York and London Schools
复制标题
纽约和伦敦学校的象征性边界和学校结构
DOI：
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复制
发表时间：
2010
影响因子：
2.5
通讯作者：
Natasha Warikoo
中科院分区：
文献类型：
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作者：
Natasha Warikoo
这篇文章表明，一个种族多元化的学生群体导致模糊的民族和种族界限在高中。尽管如此，纽约的学生还是比伦敦的学生在民族和种族上更加沿着。提出的证据表明，除了国家层面的差异，传统的英国学校结构，它提供了通过形式类的同龄人的连续性以及社交时间，导致不太强调民族和种族的界限比传统的城市美国公立高中的结构失范。因此，为了促进青少年之间的民族和种族融合，学校不仅应该为融合的学生团体服务，而且应该保持为学生提供跨越种族和民族界限的机会的结构。该研究采用了来自纽约和伦敦学校的人种学数据以及120次深入访谈。
This article shows that an ethnically diverse student population leads to blurred ethnic and racial boundaries in high schools. Still, students in New York distinguish themselves much more along ethnic and racial lines than do London students. The evidence presented suggests that, in addition to national‐level differences, traditional British school structure, which provides continuity of peers through the form class as well as time for socializing, leads to less emphasis on ethnic and racial boundaries than in the anomic structure of traditional urban American public high schools. It follows that, to promote ethnic and racial integration among teens, schools should not only serve integrated student bodies but also should maintain structures that present opportunities for students to bridge racial and ethnic boundaries. The study employs ethnographic data from schools in New York and London and 120 in‐depth interviews.
在新大陆
DOI：
10.1145/3173574.3174158
发表时间：
2018
期刊：
--
影响因子：
--
作者：
Coles-Kemp L
通讯作者：
Coles-Kemp L