YOUTH RESEARCH/PARTICIPATORY METHODSFOR REFORM“Now I’d like you to look at the suspension data, a... more YOUTH RESEARCH/PARTICIPATORY METHODSFOR REFORM“Now I’d like you to look at the suspension data, and notice that Black males inhigh schools were twice as likely as White males to be suspended, and thereare almost no differences between Black males and Black females. But forwhites, males are three times more likely to be suspended than females:22% of Black males, 19% of Black females, 11% of White males and 4% ofwhite females.” Kareem Sergent, an African-American student attending adesegregated high school, detailed the racialized patterns of school suspen-sions to his largely white teaching faculty. Despite the arms crossed in theaudience, he continued: “You know me, I spend a lot of time in the disci-pline room. It’s really almost all Black males.” Hesitant nods were followedby immediate explanations about how in June, “it gets Whiter,” and “some-times there are White kids, maybe when you’re not there.” Kareem turned tothe charts projected on the screen, “You don’ t have to believe ...
Young women's narratives of their sexual experiences occur amid conflicting cultural discour... more Young women's narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls'(N= 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & ...
Page 26. CHAPTER 1 Dear Zora: A Letter to Zora Neale Hurston Fifty Years After Brown Michelle Fin... more Page 26. CHAPTER 1 Dear Zora: A Letter to Zora Neale Hurston Fifty Years After Brown Michelle Fine, Janice Bloom, April Burns, Lori Chajet, Monique Guishard, Tiffany Perkins-Munn, and María Elena Torre Dear Zora: Sorry that it has taken so long to respond. ...
... Page 163. 136 Shifting Desires 1. Welfare Reform Act of 1996 (PL 104-193). ... Rosenberg, D.... more ... Page 163. 136 Shifting Desires 1. Welfare Reform Act of 1996 (PL 104-193). ... Rosenberg, D.(2002).The Battle over Abstinence. Newsweek, December 9, 2002, p. 68. Sengupta, S.(2002).UN Forum Stalls on Sex Education and Abortion Rights. New York Times, p. A3. ...
CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payn... more CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payne, and María Elena Torre Every day, every hour, talented students are being sacrificed.. They're [the schools] destroying lives.(Maritza, college student, speaking about her urban ...
Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses o... more Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls’ (N = 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & Psychology 15(1):21–26, 2005) argue that an extreme and high stakes focus on individual academic achievement in schools impoverishes young minds through the “hollowing” of their sexualities. We present evidence that such influence also works in the opposite direction, with an achievement orientation invading girls’ discourses of sexuality, “crowding out” possible narratives of pleasure, choice, and mutuality with narratives of competence and skill usually associated with achievement and schooling. We conclude with policy implications for the future development of “positive” sexuality narratives.
Sexuality Research and Social Policy: Journal of Nsrc
Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses o... more Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls’ (N = 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & Psychology 15(1):21–26, 2005) argue that an extreme and high stakes focus on individual academic achievement in schools impoverishes young minds through the “hollowing” of their sexualities. We present evidence that such influence also works in the opposite direction, with an achievement orientation invading girls’ discourses of sexuality, “crowding out” possible narratives of pleasure, choice, and mutuality with narratives of competence and skill usually associated with achievement and schooling. We conclude with policy implications for the future development of “positive” sexuality narratives.
CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payn... more CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payne, and María Elena Torre Every day, every hour, talented students are being sacrificed.. They're [the schools] destroying lives.(Maritza, college student, speaking about her urban ...
In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles... more In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles in this issue of the Journal of Social Issues specifically dedicated to questions of social class. Social class is often included within the "race, class, gender, and sexual orientation" mantra of feminist and critical race work in psychology, but rarely scrutinized with rigor or serious scholarship. Thus, for the purposes of this epilogue, we theorize the relationship between the material, social, psychological, and the political. We identify four theoretical venues through which these researchers have opened a conversation about class and schooling: ideology, institutions, contradictions and consciousness, and method. We conclude by crafting a research agenda for a critical psychology of class and schooling.
YOUTH RESEARCH/PARTICIPATORY METHODSFOR REFORM“Now I’d like you to look at the suspension data, a... more YOUTH RESEARCH/PARTICIPATORY METHODSFOR REFORM“Now I’d like you to look at the suspension data, and notice that Black males inhigh schools were twice as likely as White males to be suspended, and thereare almost no differences between Black males and Black females. But forwhites, males are three times more likely to be suspended than females:22% of Black males, 19% of Black females, 11% of White males and 4% ofwhite females.” Kareem Sergent, an African-American student attending adesegregated high school, detailed the racialized patterns of school suspen-sions to his largely white teaching faculty. Despite the arms crossed in theaudience, he continued: “You know me, I spend a lot of time in the disci-pline room. It’s really almost all Black males.” Hesitant nods were followedby immediate explanations about how in June, “it gets Whiter,” and “some-times there are White kids, maybe when you’re not there.” Kareem turned tothe charts projected on the screen, “You don’ t have to believe ...
Young women's narratives of their sexual experiences occur amid conflicting cultural discour... more Young women's narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls'(N= 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & ...
Page 26. CHAPTER 1 Dear Zora: A Letter to Zora Neale Hurston Fifty Years After Brown Michelle Fin... more Page 26. CHAPTER 1 Dear Zora: A Letter to Zora Neale Hurston Fifty Years After Brown Michelle Fine, Janice Bloom, April Burns, Lori Chajet, Monique Guishard, Tiffany Perkins-Munn, and María Elena Torre Dear Zora: Sorry that it has taken so long to respond. ...
... Page 163. 136 Shifting Desires 1. Welfare Reform Act of 1996 (PL 104-193). ... Rosenberg, D.... more ... Page 163. 136 Shifting Desires 1. Welfare Reform Act of 1996 (PL 104-193). ... Rosenberg, D.(2002).The Battle over Abstinence. Newsweek, December 9, 2002, p. 68. Sengupta, S.(2002).UN Forum Stalls on Sex Education and Abortion Rights. New York Times, p. A3. ...
CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payn... more CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payne, and María Elena Torre Every day, every hour, talented students are being sacrificed.. They're [the schools] destroying lives.(Maritza, college student, speaking about her urban ...
Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses o... more Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls’ (N = 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & Psychology 15(1):21–26, 2005) argue that an extreme and high stakes focus on individual academic achievement in schools impoverishes young minds through the “hollowing” of their sexualities. We present evidence that such influence also works in the opposite direction, with an achievement orientation invading girls’ discourses of sexuality, “crowding out” possible narratives of pleasure, choice, and mutuality with narratives of competence and skill usually associated with achievement and schooling. We conclude with policy implications for the future development of “positive” sexuality narratives.
Sexuality Research and Social Policy: Journal of Nsrc
Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses o... more Young women’s narratives of their sexual experiences occur amid conflicting cultural discourses of risk, abstinence, and moral panic. Yet young women, as social actors, find ways to make meaning of their experiences through narrative. In this study, we focused on adolescent girls’ (N = 98, age 12–17 years) narratives of their first experiences with oral sex. We document our unexpected findings of persistent discourses of performance which echo newly emergent academic achievement discourses. Burns and Torre (Feminism & Psychology 15(1):21–26, 2005) argue that an extreme and high stakes focus on individual academic achievement in schools impoverishes young minds through the “hollowing” of their sexualities. We present evidence that such influence also works in the opposite direction, with an achievement orientation invading girls’ discourses of sexuality, “crowding out” possible narratives of pleasure, choice, and mutuality with narratives of competence and skill usually associated with achievement and schooling. We conclude with policy implications for the future development of “positive” sexuality narratives.
CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payn... more CHAPTER 3 Civics Lessons: The Color and Class of Betrayal Michelle Fine, April Burns, Yasser Payne, and María Elena Torre Every day, every hour, talented students are being sacrificed.. They're [the schools] destroying lives.(Maritza, college student, speaking about her urban ...
In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles... more In this epilogue, we offer a theoretical mapping of notions that have emerged across the articles in this issue of the Journal of Social Issues specifically dedicated to questions of social class. Social class is often included within the "race, class, gender, and sexual orientation" mantra of feminist and critical race work in psychology, but rarely scrutinized with rigor or serious scholarship. Thus, for the purposes of this epilogue, we theorize the relationship between the material, social, psychological, and the political. We identify four theoretical venues through which these researchers have opened a conversation about class and schooling: ideology, institutions, contradictions and consciousness, and method. We conclude by crafting a research agenda for a critical psychology of class and schooling.
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