Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students
Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students
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抵抗资本：文化行动主义是少数族裔和第一代学生坚持大学学业的门户
DOI：
10.1177/07435584211006920
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发表时间：
2021
影响因子：
2
通讯作者：
Zachary B. Herrnstadt
中科院分区：
文献类型：
--
作者：
Mariah Kornbluh;Sherry Bell;Kristin D. Vierra;Zachary B. Herrnstadt
这项研究提供了一个新的贡献，连接两套文学，学校的参与和多元文化的大学中心，在青少年后期发展。本混合方法研究的目的是：（a）定量探讨学生感知的文化领导经验和支持在一个多元文化中心内的学校参与和（B）定性解决额外的促进者和障碍之间的关系。参与者包括134名大学生，主要是拉丁裔/西班牙裔（35.1%），黑人/非裔美国人（34.3%）或亚太岛民（23.9%）和第一代（60.4%）。定性焦点小组和photovoice项目参与者的子集（n = 57，n = 7，分别）。回归分析表明，青年的声音，支持性的工作人员的关系，和同伴的支持是显着的积极预测的学生在多元文化中心内的参与，但是，一些，但不是所有的这些预测转移到学校参与的情绪。定性来源阐明了促进学生参与度的其他因素。社会，文化和阻力资本被确定为学生毅力的关键保护因素。调查结果还表明，对学生参与的制度障碍，包括整个大学的多个层次缺乏文化和种族的代表性。在后期的青少年身份发展理论的社会资本的概念扩大的影响进行了讨论。
This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants (n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.
DOI：
10.1037/1099-9809.10.3.215
发表时间：
2004-08-01
影响因子：
3.3
作者：
Rosario, Margaret;Schrimshaw, Eric W;Hunter, Joyce
通讯作者：
Hunter, Joyce