Ethnic and Academic Identities

A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students

Bibliographic Data

ID9732507
AuthorsNa’ilah Suad Nasir (0000-0002-7751-9965, Stanford University, School of Education, MC #3096, Lausen Mall, Stanford, CA 94305-3096; . Her research interests include cognitive development in different social-cultural contexts, corresponding author), G B Saxe (0000-0002-7605-7463, University of California, Berkeley, corresponding author)
Year2003
Volume32
Issue5
Pages14-18
Publication date2003-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x032005014
OpenAlexW1978164000
LanguageEN
Citations received67
References cited39

Youth from minority groups often manage a tension between ethnic and academic identities as they are positioned and position themselves in relation to cultural practices in school and out. We argue that a framework involving three strands of analysis is necessary to understand these emerging tensions and their management in the lives of minority youth. The strands include analyses of shifts in (a) positioning that take form in face-to-face interactions, (b) positioning over developmental time, and (c) the cultural capital associated with practices themselves over the social histories of communities. We point to the importance of multimethod approaches to pursue such analyses

Cultural capital · Cultural diversity · Ethnic group · Face (sociological concept · Perspective (graphical · Position (finance · Social capital · Social science · Sociology · Anthropology · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies