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Youth Resistance at Work/School RRS 480

Agenda ❖ Reading overview +

context ❖ Forum ❖ Reminder: forum due

Sunday by 11:59pm

Who are our authors? “Lauren Leigh Kelly is Assistant Professor of Urban Teacher Education at Rutgers University Graduate School of Education. She taught high school English for 10 years in New York. Kelly’s research is focused on critical hip-hop literacies, critical consciousness development, Black feminist theory, and culturally responsive pedagogy” (Kelly 388)

Who are our authors? Emir Estrada is Assistant Professor of Sociology at Arizona State University. She’s “a qualitative immigration scholar interested in the migration and incorporation aspect of immigrants from Latin America. Her research interests in immigration and gender are influenced in great part by her own immigration experience.”

Pierrette Hondagneu-Sotelo is Professor of Sociology at the University of Southern California. “Her research examines how Latino immigrants negotiate challenges with informal sector work, varied legal status, and changing gender, family and community relations. She has authored or edited nine books, and held research and writing fellowships.”

Girls for Gender Equity's Sisters in Strength Youth Organizers share their experiences with the School to Prison Pipeline and how they're impacted by School Push-out (2015)

“A snapchat story: how Black girls develop strategies for critical resistance in school” by Lauren Leigh Kelly ● Published in 2018 in the academic journal Learning, Media and Technology

● Gap in the literature → Kelly’s intervention

● Kelly grounds her study in Black feminist theory, centering the experiences of 7 Black girls who are seniors in a predominantly-white high school. She describes various examples of the girls engaging in critical resistance at school and online through social media

● Kelly explores three main research questions: ○ How do Black girls who are (statistical) minorities in their schools experience

schooling? ○ How do Black girls resist marginalization in the context of their schooling

experiences? ○ How do Black girls experience community and intersectionality within school?

“While schools can serve as empowering spaces for Black girls to develop self-knowledge and humanizing critical and digital literacy practices (McArthur 2016; Sealey-Ruiz 2016), these institutions can also be oppressive, dehumanizing spaces for Black girls, ones in which survival and resistance are oftentimes antithetical” (Kelly 374)

Interview with Balbina Sanchez in Boyle Heights (2013)

“Living the Third Shift: Latina Adolescent Street Vendors in Los Angeles” by Emir Estrada & Pierrette Hondagneu-Sotelo ● The chapter was published as part of the book Immigrant Women Workers in

the Neoliberal Age in 2013

● Estrada & Hondagneu-Sotelo add to the feminist literature on intersectionality by centering the experiences of teenage Latinx street vendors in East Los Angeles and exploring the ways gender, race, class, and age shape their lives

● They explore 3 main research questions: ○ Why do more girls than boys do street vending with their families? ○ How do the girls experience this activity? ○ Do the girls see this “third shift” as a burden or as a source of

empowerment?

“Street-vending girls such as Adriana thus contradict this normative image of non-income-earning, “cared for” children. These girls are not shielded from adultlike responsibilities and public interactions. Rather, they do considerable housework, and they are earning money at a site (the street) that is normally considered a dangerous place for children, and girls in particular” (Estrada & Hondagneu-Sotelo 144)