Youth Using Identity: The Racial Politics of Belonging and Resistance in an Educational Equity Program
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| Title: | Youth Using Identity: The Racial Politics of Belonging and Resistance in an Educational Equity Program |
|---|---|
| Language: | English |
| Authors: | Christopher Hu (ORCID |
| Source: | Discourse: Studies in the Cultural Politics of Education. 2026 47(2):302-313. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Hispanic Americans, Males, Middle School Students, Racial Attitudes, Racial Identification, Peer Relationship, Disadvantaged, Minority Group Students, Social Behavior, Peer Groups, Peer Acceptance |
| DOI: | 10.1080/01596306.2025.2553755 |
| ISSN: | 0159-6306 1469-3739 |
| Abstract: | This article examines the ways that a group of middle-school-aged Hispanic boys appropriated, deployed, and mobilized racial identities to accomplish specific social purposes in the context of an out-of-school educational equity program. Using ethnographic participant observation and taking a raciolinguistic approach to identity, this analysis demonstrates how these youth used the ideological structure of racial category as a semiotic resource to negotiate peer membership and contest traditional power configurations. This article concludes by highlighting how schools and other educational contexts function as key sites of racialization while also emphasizing racial identity as a sociopolitical process of action rather than an individual attribute. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502970 |
| Database: | ERIC |
| Abstract: | This article examines the ways that a group of middle-school-aged Hispanic boys appropriated, deployed, and mobilized racial identities to accomplish specific social purposes in the context of an out-of-school educational equity program. Using ethnographic participant observation and taking a raciolinguistic approach to identity, this analysis demonstrates how these youth used the ideological structure of racial category as a semiotic resource to negotiate peer membership and contest traditional power configurations. This article concludes by highlighting how schools and other educational contexts function as key sites of racialization while also emphasizing racial identity as a sociopolitical process of action rather than an individual attribute. |
|---|---|
| ISSN: | 0159-6306 1469-3739 |
| DOI: | 10.1080/01596306.2025.2553755 |
