Education and Rapid Socio-Cultural Change: A Longitudinal Mixed-Methods Assessment of Secondary Education in a Developing World Context

该项目的目标是：第一，在快速变化的社会文化和经济背景下，考察中等教育作为全球化文化变化的中介者在人口变化队列的主观和客观结果中的作用；第二，为迅速增长的全球对青少年健康的关注提供理论、政策和实践方面的信息。为了实现这些目标，这项研究将对年轻女性经历文化和经济变化的关键群体进行纵向研究，以检查和解释她们生活中的重要结果。在这样做的过程中，这项研究将提供关于由教育中介的全球化进程的经验-接近数据。它还将评估和报告与地方和全球青少年福祉指标有关的成果，包括确定政策和做法干预措施的要点。通过使用访谈、调查和档案研究的混合方法的民族志方法，本研究利用一个独特的机会来跟踪个人在其随时间变化的文化背景中的迭代过程，以便解释(即，不仅仅是描述)他们生活中的重大结果。该项目旨在促进年轻人参与全球化的主观过程的理论，重点是文化内差异、教育和主观体验。具体地说，这项研究将人类发展的视角应用到与青年有关的全球化理论中，阐明了个人意义形成和快速文化和制度变革的迭代过程。它将解释在文化变革的关键历史时刻，个人如何理解社会文化、制度和经济变化，并利用教育经验在自己的生活中有选择地开辟新的道路。该项目对全球日益关注青少年福祉的政策和实践产生了广泛影响，并影响了人种学技术在纵向文化人类学研究中的方法论扩展。结果将指出评估机构干预措施的关键领域和敏感期，以促进经历快速文化变革的青年的普遍福祉，并在培训研究生和本科生的同时，为文化人类学小组研究贡献一个罕见的以人为中心的人种学模型。

The goals of this project are first, to examine the role of secondary education as a mediator of globalizing cultural change in subjective and objective outcomes for the demographic shift cohort in a rapidly changing socio-cultural and economic context; and second, to inform theory, policy, and practice regarding the mushrooming global health concern of adolescent well-being. To accomplish these goals this research will extend a longitudinal study of a key cohort of young women's experiences of cultural and economic change to examine and explain important outcomes in their lives. In doing so, this research will provide experience-near data on processes of globalization as mediated by education. It will also assess and report on outcomes in relation to both local and global indicators of adolescent well-being including identification of points for policy and practice interventions. Through a mixed-methods ethnographic approach using interviews, surveys, and archival research, this study utilizes a unique opportunity to track iterative processes of individuals within their changing cultural context over time in order to explain (i.e. not simply describe) significant outcomes in their lives. This project aims to advance theory on subjective processes involved in globalization for young people with a focus on intracultural variation, education, and subjective experience. Specifically, this study applies a human development perspective to youth-related globalization theories to articulate the iterative processes of personal meaning making and rapid cultural and institutional change. It will explain how individuals in a critical historical moment of cultural change have made sense of socio-cultural, institutional, and economic change and employed educational experience to selectively craft new pathways in their own lives. The project has broad impacts on policy and practice regarding growing global concerns related to adolescent well-being, and it impacts methodological expansion of ethnographic techniques in longitudinal cultural anthropology studies. Results will point to key arenas and sensitive periods for evaluating institutional interventions to promote general well-being for youth undergoing rapid cultural change and contribute a rare person-centered ethnographic model of a panel study in cultural anthropology while training graduate and undergraduate students.