Identity Construction in the Margins: Non-Conforming Youths’ Voices and Perspectives
Location
2073
Format Type
Paper
Format Type
Paper
Start Date
14-1-2017 3:00 PM
End Date
14-1-2017 3:50 PM
Abstract
This work discusses two connected case studies that advocate for an inclusion of non-conforming youth, and their voices, in research. The first explores the understanding of school practices and related identity construction of participants labeled as being “at-risk” in a ‘successful’ middle school’s alternative education program, and the second updates three of these young people’s identities, life/school experiences, and perspectives, five years later. During the first grounded theory based study, I collected data through classroom observations, focus group sessions, and individual interviews with five eighth grade students, their parents, and school professionals, and then conducted one hour long, individual interviews with three of the original participants for the second, longitudinal effort. Findings from these studies include that these youth both actively affirm and resist others’ construction of their differences, actively pursue educational goals, and readily offer suggestions for reform. Additionally, through their eager agreement to continue involvement in this study at on-going five-year intervals, these young people indicate the value that they place on knowing that their voices are being heard. This work adds to the literature on identity construction and suggests the value of an addition of these youths’ own sociocultural and change-oriented perspectives in our efforts toward reform.
Identity Construction in the Margins: Non-Conforming Youths’ Voices and Perspectives
2073
This work discusses two connected case studies that advocate for an inclusion of non-conforming youth, and their voices, in research. The first explores the understanding of school practices and related identity construction of participants labeled as being “at-risk” in a ‘successful’ middle school’s alternative education program, and the second updates three of these young people’s identities, life/school experiences, and perspectives, five years later. During the first grounded theory based study, I collected data through classroom observations, focus group sessions, and individual interviews with five eighth grade students, their parents, and school professionals, and then conducted one hour long, individual interviews with three of the original participants for the second, longitudinal effort. Findings from these studies include that these youth both actively affirm and resist others’ construction of their differences, actively pursue educational goals, and readily offer suggestions for reform. Additionally, through their eager agreement to continue involvement in this study at on-going five-year intervals, these young people indicate the value that they place on knowing that their voices are being heard. This work adds to the literature on identity construction and suggests the value of an addition of these youths’ own sociocultural and change-oriented perspectives in our efforts toward reform.