Doctoral Dissertation Research: Youth: Race, Citizenship, and School-to-Military Pipelines

本研究项目探讨军事规划，招聘，并在公立高中服务主要是低收入的黑人和拉丁美洲/a社区青年入伍的决定。随着公众对有色人种青年在学校和社区面临的机会和障碍的日益关注，该项目调查了有色人种青年如何体验和理解参军的意义，并询问军队在他们的生活中取得了什么成就。它密切审查了青年途径或“管道”之间的关系，进入军队和普遍但往往是常规形式的经济，社会和政治边缘化的许多潜在的新兵在他们的家庭，学校和社区经历。该项目直接回应了教育学者最近的呼吁，即研究家庭、社区、学校政策、征兵和军事教育计划（如初级预备役军官训练团）如何为青年进入军队提供渠道。在此过程中，该项目有助于学校的军事教育知识，也促进了地理和教育之间关于青年和教育作为地缘政治调查的主题罕见的跨学科对话。通过在得克萨斯州休斯顿的一所公立高中的案例研究，该项目调查了以下研究问题：什么教育，国家和军事实践产生了学校到军队的管道？如何招募的做法和入伍决定由种族，性别和阶级塑造？从学校到军队的管道与从学校到监狱的管道的生产和运作有什么关系？年轻人如何体验，积极导航，并在他们可用和渴望的未来中实现军队的意义？本研究采用多种民族志方法：1）参与观察JROTC课程、学校活动和社区活动; 2）对每组受访者进行半结构化访谈; 3）青年工作组讨论与军事相关的主题并合作分析数据;四、学生志愿者在日常生活中的影子，以了解更多的日常空间和关系，塑造他们的想法和对军事的感觉期货;（5）二次文本分析和新闻媒体分析。通过将塑造入伍的制度和日常因素结合起来，这项研究阐明了军队与青年生活中的日常机会和障碍之间的关系。此外，该项目有助于公众和学术界了解青年与军队之间的关系，以促进整个学院，军队，青年，教育工作者，家长，政策制定者和活动家对多样性的意义进行必要的讨论军队在公立学校的作用，以及兵役对有色人种青年未来的影响。

This research project examines military programming, recruitment, and enlistment decisions among youth in public high schools serving largely low-income Black and Latino/a communities. Amid growing public concern about the opportunities and obstacles youth of color face in their schools and communities, the project investigates how young people of color experience and make meaning of military enlistment and interrogates what the military accomplishes in their lives. It closely examines the relationship between youth pathways, or "pipelines", into the military and pervasive yet often routine forms of economic, social, and political marginalization experienced by many potential recruits in their homes, schools, and communities. The project responds directly to recent calls by education scholars to examine the way that family, community, school policy, and military recruiting and military educational programing, like the Junior Reserve Officer Training Corps, work to produce a pipeline for youth into the military. In doing so, the project contributes to educational knowledge about the military in schools and also fosters a rare interdisciplinary conversation between geography and education about youth and education as subjects of geopolitical inquiry.Through a case study of a public high school in Houston, Texas, the project investigates the following research questions: What educational, state, and military practices produce a school-to-military pipeline? How are recruitment practices and enlistment decisions shaped by race, gender, and class? How does a school-to-military pipeline relate to the production and operation of the school-to-prison pipeline? How do young people experience, actively navigate, and make meaning of the military among the futures that are available and desirable to them? The research employs multiple ethnographic methods: 1) participant observation of JROTC classes, school activities, and community events; 2) semi-structured interviews with each set of respondents; 3) youth working groups to discuss topics related to the military and collaboratively analyze data; 4) the shadowing of student volunteers in their daily lives to learn more about the everyday spaces and relationships that shape their ideas and feelings about military futures; and 5) analysis of secondary texts and news media. By drawing together the institutional and everyday factors shaping enlistment, the study elucidates the relationship between the military and the daily opportunities and obstacles in youth lives. Moreover, this project contributes to public and academic knowledge about relationships between youth and the military so as to foster a necessary discussion across the academy, the military, youth, educators, parents, policy makers, and activists about the meaning of diversity in the military, the role of the military in public schools, and the implications of military service for the futures of youth of color.