Relevant bibliographies by topics / Urban youth Educational sociology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Urban youth Educational sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Urban youth Educational sociology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Urban youth Educational sociology"

1

Legewie, Joscha, and Jeffrey Fagan. "Aggressive Policing and the Educational Performance of Minority Youth." American Sociological Review 84, no. 2 (February 11, 2019): 220–47. http://dx.doi.org/10.1177/0003122419826020.

Full text
Abstract:
An increasing number of minority youth experience contact with the criminal justice system. But how does the expansion of police presence in poor urban communities affect educational outcomes? Previous research points at multiple mechanisms with opposing effects. This article presents the first causal evidence of the impact of aggressive policing on minority youths’ educational performance. Under Operation Impact, the New York Police Department (NYPD) saturated high-crime areas with additional police officers with the mission to engage in aggressive, order-maintenance policing. To estimate the effect of this policing program, we use administrative data from more than 250,000 adolescents age 9 to 15 and a difference-in-differences approach based on variation in the timing of police surges across neighborhoods. We find that exposure to police surges significantly reduced test scores for African American boys, consistent with their greater exposure to policing. The size of the effect increases with age, but there is no discernible effect for African American girls and Hispanic students. Aggressive policing can thus lower educational performance for some minority groups. These findings provide evidence that the consequences of policing extend into key domains of social life, with implications for the educational trajectories of minority youth and social inequality more broadly.
APA, Harvard, Vancouver, ISO, and other styles
2

Grant, Kathryn E., Brian N. Katz, Kina J. Thomas, Jeffrey H. O’Koon, C. Manuel Meza, Anna-Marie DiPasquale, Vanessa O. Rodriguez, and Carrie Bergen. "Psychological Symptoms Affecting Low-Income Urban Youth." Journal of Adolescent Research 19, no. 6 (November 2004): 613–34. http://dx.doi.org/10.1177/0743558403260014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Teixeira, Samantha, and Rachele Gardner. "Youth-led participatory photo mapping to understand urban environments." Children and Youth Services Review 82 (November 2017): 246–53. http://dx.doi.org/10.1016/j.childyouth.2017.09.033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gutowski, Ellen, Allison E. White, Belle Liang, Alfred-John Diamonti, and Danielle Berado. "How Stress Influences Purpose Development: The Importance of Social Support." Journal of Adolescent Research 33, no. 5 (October 30, 2017): 571–97. http://dx.doi.org/10.1177/0743558417737754.

Full text
Abstract:
The present study explored the influence of psychological stress on the development of purpose among youth of color living in urban, low-income communities. A qualitative approach based on grounded theory was used to understand how stress-related experiences influence the development of youth purpose in participants’ own words. Findings revealed that participants faced substantial psychological stress in their lives resulting from financial, family, academic, vocational, peer, neighborhood, relocation, and immigration-related stressors. Moreover, stress appeared to act as a barrier to purpose development in two common ways: (a) through youths’ perceptions of impossibility of realizing their goals for the future and (b) through youths’ experiences of regularly being overwhelmed to the point where purpose engagement was not a priority. However, stress could also serve as a motivator to purpose development for youth through (a) pressure from important others who held high expectations and (b) strong desires to escape from contextual stressors, such as violence or financial strain. Four patterns emerged from the data indicating that social support could serve to mitigate stress, propelling youth to develop a sense of purpose.
APA, Harvard, Vancouver, ISO, and other styles
5

Dimitriadis, Greg. "Urban youth: emergent directions in the field." British Journal of Sociology of Education 32, no. 3 (May 2011): 491–98. http://dx.doi.org/10.1080/01425692.2011.559347.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sand, Anne-Lene. "Jamming with Urban Rhythms." YOUNG 25, no. 3 (July 4, 2017): 286–304. http://dx.doi.org/10.1177/1103308816671611.

Full text
Abstract:
Based on an ethnographic multi-sited fieldwork, this article analyzes alternative rhythms of youth culture. The aim is to illustrate how young people improvise and organize rhythms in the city as a part of their place-making. I develop the concept of a spatial jam session, which provides a framework suitable for analyzing spatial dimension of contemporary youth culture. Developing Henri Lefebvre’s rhythm analysis through empirical material, a phenomenological understanding of place and jazz theory contributes an analytical framework that takes bodily, material, spatial and temporal dimensions of the place-making practices of young people into account. Using the concept of a spatial jam session, I argue that a central aspect of young people’s place-making is being able to improvise through materiality, sociality, cultural norms and musical expression. I illustrate how young people create spatial and temporal obstructions in order to maintain a practice of improvising, which to these young people is a way of constructing meaning in everyday life.
APA, Harvard, Vancouver, ISO, and other styles
7

Perry, Justin C., Eric W. Wallace, and Meghan P. McCormick. "Making My Future Work: Evaluation of a New College and Career Readiness Curriculum." Youth & Society 50, no. 6 (July 7, 2016): 841–66. http://dx.doi.org/10.1177/0044118x16658221.

Full text
Abstract:
The college and career readiness movement figures prominently in the nation’s educational reform and policies, including strategies to increase graduation rates among disadvantaged students in urban schools. As part of a multi-pronged approach to help youth transition to post-secondary education and the workforce, the present study evaluated a new career intervention, Making My Future Work, designed to serve as a comprehensive, flexible career curriculum. Based on a quasi-experimental design among a sample of urban youth ( N = 429), multilevel modeling revealed promising evidence for its impact across a range of outcomes, including grade point average, school engagement, career preparation, self-determination, and self-awareness. The implications of the findings, limitations, and future directions for research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
8

Bundy, Tess. "“Revolutions Happen through Young People!”." Journal of Urban History 43, no. 2 (January 30, 2017): 273–93. http://dx.doi.org/10.1177/0096144216688277.

Full text
Abstract:
From the late 1960s through the early 1970s, thousands of black high school students in Boston protested their educational marginalization by staging school boycotts, forming student organizations, and leading demonstrations. They demanded dramatic changes in the content and delivery of education in the Boston Public Schools (BPS). They called for a “culturally relevant education” that valued black culture, to be mentored by black educators, and for collaboration between school and community. Through these arguments for the value of black culture, students rejected characterizations of their racial heritage as inadequate—in a time when theories of cultural inferiority were widespread. Black youth were key players in a decades-long movement led by black Bostonians for educational justice in the BPS. This story challenges a dominant narrative of desegregation and civil rights in Boston, which focuses on busing, white resistance, and court-ordered desegregation. This narrative portrays black Bostonians as apathetic to racial politics and blindly following court-ordered desegregation plans. The story of the black student movement highlights the vital political work performed by black youth in civil rights protest. The erasure of black youth activism from the historical record strengthens stereotypes of black urban teens as apathetic, dangerous, and culturally depraved, which served as a justification for the criminalization of black youth. Their demands for black studies courses, black educators, and the revision of student dress and disciplinary codes forced educators and city leaders to grapple with changing understandings of quality education within the nation’s diverse urban public school systems.
APA, Harvard, Vancouver, ISO, and other styles
9

Miller, Melissa K., Joi Wickliffe, Sara Jahnke, Jennifer S. Linebarger, and Denise Dowd. "Accessing general and sexual healthcare: experiences of urban youth." Vulnerable Children and Youth Studies 9, no. 3 (June 11, 2014): 279–90. http://dx.doi.org/10.1080/17450128.2014.925170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kulis, Stephen, M. Alex Wagaman, Crescentia Tso, and Eddie F. Brown. "Exploring Indigenous Identities of Urban American Indian Youth of the Southwest." Journal of Adolescent Research 28, no. 3 (February 25, 2013): 271–98. http://dx.doi.org/10.1177/0743558413477195.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Urban youth Educational sociology"

1

Bishop, Madison. "Taking Up Space: Community Formation Among Non-Urban LGBTQ Youth." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1431882184.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kaya, Gokhan. "Family, School And Neighbourhood Influences On The Educational Attainment Of Youth: Guzelyaka Case Study." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610323/index.pdf.

Full text
Abstract:
The aim of the master thesis is to understand how neighborhood, family and school influence on the educational attainment of young people. Within the scope of this work, I conducted thirty two in-depth interviews with youth living in the Gü
zelyaka gecekondu (squatter) neighborhood in Ankara. Gecekondu neighborhoods are residential areas where rural migrants might initially or permanently move when they come to the city in order to improve their life standards. However, many of them have to survive here against conditions such as poverty and the insufficiency of social services during the early years of their migration. Nevertheless, families can develop survival strategies based on self-help networks like kinship and hemSehri (people with same geographic origins) connections. Throughout this master thesis, I discuss how young people&rsquo
s interactions within the disadvantaged neighborhoods, school climate around the neighborhood, family background, conditions at home and parental involvement influence the educational attainment of youth The research revealed that despite the specific conditions of gecekondu neighborhoods and heterogeneity amongst working class families, there is little variation in educational attainment of the youth. The main reason for this low level of educational attainment is the poverty they experienced or are still experiencing at home. While such poverty may compel them to take up positions in the labor market participation early in life, the influence of peer groups also discourages school attendance, as the environment is one in which schools provide neither a good quality education, nor a competitive educational environment. Furthermore, poverty, the disadvantaged nature of the neighborhood and the strength of the family network among the residents all serve to reproduce the inferior value of iv education in their life. On the other hand, family practices regarding education vary with the transformation towards a nuclear family life, improvement in household income and with increasing length of stay. Early migrant families who have better life standards are more likely to encourage their children to stay in school in order to find regular income jobs than are newcomer families who need a supplement to the family budget since they are exposed to the worst conditions in the neighborhood. The younger parents among early migrant families are more involved in their children&rsquo
s schooling, and provide personal space for their children, enabling them to adequately complete school work.
APA, Harvard, Vancouver, ISO, and other styles
3

Seeger-diNovi, Brunhild Brigitte. "Eastern European Immigrant Youth Identity Formation and Adaptation in an Urban University Context." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/145949.

Full text
Abstract:
Sociology
Ph.D.
This study examines the childhood emigration, cultural and linguistic transitions and adaptation pathways of Eastern European immigrant students on an urban university campus. Although Eastern Europeans and immigrant children represent a substantial segment of the immigrant population in the U.S. they are understudied groups. After the collapse of the Soviet Union large numbers of migrants emigrated from the former Soviet Republics, but less is known about their experiences compared to other immigrant groups. Immigrant children have historically come to the U.S. since its inception but compared to the adult experience their status has been rendered ambiguous and their experiences marginalized to such an extent that they have largely been invisible in the literature. Commonly children are referred to as "children of immigrants" rather than assigned their own category of "immigrant children." While it is generally acknowledged that primary socialization of children influence their secondary socialization, the influences of child migrants' inculcation in the first culture, migration, acculturation and integration experiences with associated emotions have not been sufficiently considered. There is a general assumption in much of the immigrant scholarships that the cultural influences of the first country on child migrants are essentially negated by the acculturation process in the U.S., and this conjecture leads scholars to construct various generational categories that collapse immigrant children with the second generation native-born youth in their analysis thereby potentially skewing or obscuring critical outcome information. Since immigrant children's voices have largely been missing in the research process, through 34 in-depth interviews with Eastern European immigrant college students, we examined the extent to which the child migrants experienced the migration dislocation and incorporation as well as the possible lasting consequences in their adaptation pathways, self-identifications, social interaction, and standpoints on societal issues associated with emotional acculturation. Collectively, the Russian and Ukrainian immigrant students' narratives about their college experience indicated that they were meeting with success academically, were focused on individual goals, expressed appreciation for diversity, and were integrated into the social and professional organization on the university campus. However, most of the participants who emigrated during childhood reported that they had difficult or traumatic migration transitions in their first U.S. schools and neighborhoods, and often they recounted emotionally the memories of these profound events associated with their acculturation during the interviews. As a group, the Eastern European students expressed that both positive and negative immigration and transitional experiences, perspectives gained from the shared struggle with their parents, openness to diversity, achievement orientation, and work ethic are some of the differentiating characteristics that set them apart from their native-born American siblings, and the second-generation Russian and Ukrainian children of immigrants. Most of the Russian and Ukrainian immigrant students on campus socialized with other immigrants of diverse backgrounds, mainstream American students, least often with co-ethnics and rarely with second-generation co-ethnics or native minorities. When we conceptualize the social interaction boundary to include all immigrants, then the participants in this study may be considered "immigrant in-groupers" following in a modified form some of the findings of Grasmuck and Kim (2010) that investigated the social mixing patterns of four ethno-racial groups on the same campus. Although most of the participants had reported overall positive high school experiences, those who contended with social development issues, understanding the American culture, and the English language on the campus disproportionately represented those who had reported overall traumatic childhood integrations. As a group they embraced the ideology of meritocracy, and those who had reported traumatic childhood acculturation experiences more often adhered to the standpoint that white people were not more privileged and that equal opportunity exists for all. When we considered identity formation we found substantial complexity in the Eastern European immigrant students' self-identifications with a tendency to resist labels. Salient non ethnic (cosmopolitan/global/role) identity claims, hybrid or multi layered ethnic self-identifications that included salient non ethnic components emerged from their narratives. None of the participants identified solely as "American" but included it or referred to degree of "Americanization" as an element in their self-identification. The totality of the dominant patterns that emerged from the Eastern European immigrant students' narratives lend support for the standpoint that in research concerning outcomes for immigrant children, methodologies are warranted that take into account age at arrival, developmental stages, engendered emotions during childhood acculturation, and the standpoint of the foreign-born children. Concomitantly, the model of segmented assimilation does not theorize the potential impact of emotions on school age children who negotiate divergent peer contexts of reception without their parents. This investigation indicates that children's reaction to the nature of their acculturation may be manifested differentially when considering social psychological adjustment, adaptation, and mobility, and that the emotional legacy of childhood migration experiences ought to be considered at least equal to structural features such as governmental policies toward them, the composition of their enclaves, and labor market conditions.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
4

Colbert, Candace. "Character, Leadership, and Community: A Case Study of a New Orleans Youth Program." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2597.

Full text
Abstract:
Youth outreach programs use innovative and community-based activities to fill in gaps of education, provide creative outlets, create access to opportunities, and empower youth.1 This research investigates, records, and compares the ways in which staff and youth participants perceive the experience at a New Orleans youth program. The purpose of the research is to provide insight towards potential program improvement. The participants of this study are from Compassion Outreach of America’s summer program Project Reach NOLA in the Upper Ninth Ward of New Orleans, Louisiana. There are twenty-nine participants, between the ages of fourteen and fifty years old. The participants are directors, staff members, and youth enrolled in the program. The mixed-methods utilized are: focus groups, interviews, surveys, and observation. The study emphasizes the inclusion of participant voices and their positioned expertise.2
APA, Harvard, Vancouver, ISO, and other styles
5

Fair, Brian. "Youth Hockey in South Boston| Sport and Community in an Urban Neighborhood." Thesis, Brandeis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117576.

Full text
Abstract:

This dissertation is about the relationship between sport and community in South Boston. It focuses on forms of community. First, it will show how communal relations are constructed within the arena of youth sport. Then, it will show how those communal relations within sport relate to community dynamics within the neighborhood as a whole. In this sense, more specifically, the dissertation asks the question: what is the relationship between community within the rink and community within the neighborhood? Therefore, this dissertation is about the various, layered connections between sport and community in an urban neighborhood. It accomplishes this through qualitative methodology, specifically: two seasons of fieldwork and observations; as well as 20 tape-recorded, semi-structured interviews, and numerous informal, ongoing conversations with residents.

APA, Harvard, Vancouver, ISO, and other styles
6

Atwong, Andrew. "Proximity to Children: A Geospatial Approach to Understanding the Relationship between Fast Food and Schools." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1362.

Full text
Abstract:
In a time when Americans are waking up to the health consequences of consuming fast food, researchers have discovered that fast food restaurants seem to be located in greater concentrations near primary or secondary schools. While this phenomenon affects the food environments of some children and carries implications as to their short term and long term health (which has also been well researched), this paper focuses primarily on fast food restaurants that are within walking distance of schools. Using Geographic Information Systems (GIS) to integrate geospatial, business, demographic, and food quality data, I use linear regressions to examine whether and which fast food restaurants achieve greater sales by being closer to schools. By including an interaction term in my regressions, I find that low-quality, unhealthy fast food restaurants are rewarded with higher sales when in proximity to schools than identical restaurants that are farther away. Conversely, higher-quality fast food establishments actually earn lower sales when in proximity to schools. This paper adds to the existing literature by using fast food sales near schools to infer the dietary choices of children, evaluate the success of location strategies employed by the fast food industry, and offer new insights to public health professionals.
APA, Harvard, Vancouver, ISO, and other styles
7

Williams, Karmin B. "Examining School Re-entry Culture through the Voices of Adjudicated Youth." Thesis, Lewis and Clark College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790424.

Full text
Abstract:

School officials know very little about adjudicated youth’s experiences after re-entering school. Moreover, the research literature defining and describing school culture as a whole is weak and treats school culture as monolithic. This qualitative study seeks to understand school re-entry culture through the voice of high school students who have reversed the school-to-prison pipeline. This study utilized semi-structured interviews and photovoice research methods.

Data analysis revealed a school counterculture that exists for students re-entering school. The findings in this study describe a school counterculture of repurposing safety to act on students’ behalf when facing a potential injustice and repurposing of facilities for privacy and autonomy. When describing reengagement in school, participants noted belonging and acceptance as defining school; help from teachers was critical. The participants also highlighted how the culture of mainstream school requires the practice of catching-up, which for re-entering students, is a very different experience than students who hold significant social and cultural capital.

The findings in this study contribute an understanding of culture, as a problematic construct. This study proposes that culture should be described and examined as a mosaic of diverse cultures. In addition, using McLaren’s (2003) definition of culture helps us see how re-entering students maintain their position in society through the practices, values, and norms in mainstream school determined by dominant culture.

APA, Harvard, Vancouver, ISO, and other styles
8

Anderson, Paul D. Jr. "Rural Urban Differences in Educational Outcomes: Does Religious Social Capital Matter?" University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1430749911.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Glisson, Molly. "Improving educational outcomes for youth in foster care| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527705.

Full text
Abstract:

The purpose of this thesis project was to partner with a host agency, identify a potential funding source, and write a grant proposal for an educational support program for youth in foster care. A literature review was conducted in order to identify the educational needs and barriers to success faced by youth in care and identify methods to address this issue. A program was designed that utilizes individualized strategic tutoring and mentoring services to address the educational, social, and emotional needs of youth and facilitates collaborations between the education and child welfare systems to improve the educational outcomes of this population. A grant proposal narrative was completed for the Stuart Foundation in order to fund this program for secondary school students in foster care in the Garden Grove Unified School District. The actual submission or funding of this grant was not a requirement for the successful completion of the project.

APA, Harvard, Vancouver, ISO, and other styles
10

Truong, Dorian. "Independent life services that affect the educational attainment of former foster youth." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528058.

Full text
Abstract:

The purpose of this study was to examine various services offered to former and current foster youth and the effect on their educational attainment. Secondary Data from the National Youth in Transition Database (NYTD) was used to look at these services. Chi-Square analysis was used to examine significant relationship between educational attainment and the variables collected. This study examined the following services: academic support; post-secondary education support; educational financial assistance; room and board financial assistance; other financial assistance; career preparation; employment programs or vocational training; independent living needs assessment; budget and financial management; housing and education and home management; supervised independent living; and mentoring. The study found all variables to be statistically significant when compared to educational attainment.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Urban youth Educational sociology"

1

C, Walker J. Louts and legends: Male youth culture in an inner-city school. Sydney: Allen & Unwin, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

From charity to equity: Race, homelessness, and urban schools. New York: Teachers College Press, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cohen, Philip. Rethinking the youth question: Education, labour, and cultural studies. Durham, NC: Duke University Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jun, Alexander. From here to university: Access, mobility, and resilience among urban Latino youth. New York: RoutledgeFalmer, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Schools as radical sanctuaries: Decolonizing urban education through the eyes of Latina/o youth. Charlotte, NC: Information Age Pub., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Closing chapters: Urban change, religious reform, and the decline of Youngstown's Catholic elementary schools, 1960-2006. Lanham: Lexington Books, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fournier, Valérie. Les nouvelles tribus urbaines: Voyage au cœur de quelques formes contemporaines de marginalité culturelle. Chêne-Bourg: Georg, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sauvadet, Thomas. Le capital guerrier: Concurrence et solidarité entre jeunes de cité. Paris: A. Colin, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

David, Wallace, ed. Youth work in communities and schools. Edinburgh, Scotland: Dunedin Academic Press Ltd., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Les peurs urbaines et l'autre sexe. Paris: L'Harmattan, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Urban youth Educational sociology"

1

Sanchez, Esmeralda, Nicholas Vargas, Rebecca Burwell, Jessica Hamar Martinez, Milagros Pena, and Edwin I. Hernandez. "Latino Congregations and Youth Educational Expectations." In Sociology of Religion, 349–60. 3rd Edition. | New York : Routledge, 2018. | Revised edition of Sociology of religion, c2011.: Routledge, 2019. http://dx.doi.org/10.4324/9781315177458-30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wicht, Alexandra. "Regional Contexts in Quantitative Educational Sociology." In Education, Space and Urban Planning, 299–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kennedy, Kerry J. "Issues for Urban Youth in Asia and the Pacific." In International Handbook of Educational Research in the Asia-Pacific Region, 217–30. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Russ, Alex, and Marianne E. Krasny. "Educational Trends." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0031.

Full text
Abstract:
This chapter discusses five trends related to urban environmental education: City as Classroom, Problem Solving, Environmental Stewardship, Individual and Community Development, and City as Social-Ecological System. City as Classroom aims to facilitate learning about urban and other environments, ecology, science, geography, history, and other subjects using urban outdoor and indoor settings. Problem Solving aims to solve or mitigate environmental problems and related social problems. The goal of Environmental Stewardship is to foster community-based management of urban ecosystems, involve community members in decision making and action to improve urban natural resources. Individual and Community Development seeks to promote positive youth development and social capital. City as Social-Ecological System aims to develop an understanding of cities as social-ecological systems, and reimagine how to manage cities to achieve desired environmental and social outcomes. The chapter shows that urban environmental education contributes to urban sustainability by addressing social and environmental issues.
APA, Harvard, Vancouver, ISO, and other styles
5

Heimlich, Joe E., Jennifer D. Adams, and Marc J. Stern. "Nonformal Educational Settings." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0013.

Full text
Abstract:
This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.
APA, Harvard, Vancouver, ISO, and other styles
6

Jones, Darolyn “Lyn.” "Building a Rainbow, One Writer at a Time: An Urban Youth Memoir Project." In Advances in Educational Administration, 109–31. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1479-366020140000023006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Latina/o Youth as Educational Researchers: Implications for Teaching and Learning in Urban Schools." In Handbook of Urban Education, 277–93. Routledge, 2013. http://dx.doi.org/10.4324/9780203094280-27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tierney, William G., and Ronald E. Hallett. "Homeless Youth and Educational Policy: A Case Study of Urban Youth in a Metropolitan Area." In Living on the Boundaries: Urban Marginality in National and International Contexts, 49–78. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s1479-358x(2012)0000008008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhu, Di. "Consumption Patterns of Contemporary Chinese Youth: Focusing on the Inter-Class and Rural–Urban Division." In Handbook of the Sociology of Youth in BRICS Countries, 387–404. WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148390_0019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gurarii, Anna Dmitrievna. "Youth participation in urban development on the example of Telegram messenger." In Sociology and Society: Traditions and Innovations in the Social Development of Regions, 1352–57. Russian Society Of Sociologists of FCTAS RAS, 2020. http://dx.doi.org/10.19181/kongress.2020.166.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Urban youth Educational sociology"

1

Zunariyah, Siti, and Akhmad Ramdhon. "Urban Youth Movement: Works of Young People in Reproducing Knowledge of River- Kampong with Community." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007108709480952.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Udovkina, T. V., I. YU Rojba, and O. F. Lobazova. "Cultural and educational tourism in spiritual and moral education youth." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-02-2020-03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Wenjing, Chuanrui Chen, and Lihua Li. "Research on the Differences in Basic Education Resources Allocation Between Urban and Rural Areas from the Perspective of Educational Investment and Outcomes." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.47.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Urban youth Educational sociology"

1

National report 2009-2019 - Rural NEET in Poland. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nepl.2020.12.

Full text
Abstract:
The report outlines the evolution of the labour market situation of young people in Poland between 2009 and 2019. Particular attention was paid to describe how the situation has changed across different age subgroups and degree of urbanization. The analysis includes descriptive statistics of the selected labour market indicators (employment and unem-ployment rate, NEET rate) along with educational and population data extracted from the Eurostat public datasets. The report shows that youth population in Poland has been declining over the past decade, especially in cities and rural areas. Labour market situation of young Poles worsened in the aftermath of financial and economic crisis. Since 2013 is has improved considerably. In 2019,the unemployment rate was below the pre-recession level and the lowest since the political and economic transformation. The pattern of labour market situation evolution was similar across all age subgroups and degrees of urbanisation, although those from the younger sub-groups were more vulnerable to economic fluctuations. In 2019, the difference between rural and urban areas in the unemployment level was minor. The employment rate and the NEET rate, however, was clearly higher in cities which suggests that many of those living in towns and rural areas remain outside the labour force. The level of school dropouts among youth is one of the lowest in the EU and has been relatively stable over the past decade. It is slightly higher in towns and rural areas than in cities, but the difference is not significant.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Urban youth Educational sociology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography