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Belonging, Place, and Identity: The Role of Social Trust in Developing the Civic Capacities of Transnational Dominican Youth

Belonging, Place, and Identity: The Role of Social Trust in Developing the Civic Capacities of... Abstract: In the context of transnational migration, schools are reimagining their role in preparing students to become democratic citizens. The qualitative research study described in this article explores the places where five Dominican transnational youth attending a New York City public high school for late-arriving migrants enacted their civic identities. Findings show that the youth developed a sense of place and belonging across the contexts of school, family, and neighborhood that was informed by their dual frame of reference. Participants perceived their school to be a space where they developed social trust due to caring and supportive relationships with teachers and students, and where they were able to draw upon their transnational experiences as civic assets. They reported fewer opportunities to develop social trust in their neighborhoods. Implications are discussed for how these youth perspectives can be leveraged to improve civic outcomes for transnational youth whose sense of belonging and identifications transcend national boundaries. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Belonging, Place, and Identity: The Role of Social Trust in Developing the Civic Capacities of Transnational Dominican Youth

The High School Journal , Volume 100 (3) – Mar 4, 2017

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: In the context of transnational migration, schools are reimagining their role in preparing students to become democratic citizens. The qualitative research study described in this article explores the places where five Dominican transnational youth attending a New York City public high school for late-arriving migrants enacted their civic identities. Findings show that the youth developed a sense of place and belonging across the contexts of school, family, and neighborhood that was informed by their dual frame of reference. Participants perceived their school to be a space where they developed social trust due to caring and supportive relationships with teachers and students, and where they were able to draw upon their transnational experiences as civic assets. They reported fewer opportunities to develop social trust in their neighborhoods. Implications are discussed for how these youth perspectives can be leveraged to improve civic outcomes for transnational youth whose sense of belonging and identifications transcend national boundaries.

Journal

The High School JournalUniversity of North Carolina Press

Published: Mar 4, 2017

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