Coming of Age in U.S. High Schools: Economic, Kinship, Religious, and Political Crosscurrents

By Annette B. Hemmings | Go to book overview
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Subject Index

A
Adolescent passages, xi, 1
rites of, 3–4
Affirmative action, 63–65, 146
Alienation, 11
Antistructure, 4

B
Black church, 114, 118
African-American faith, 129–131
African-Americanfaith, 11, 137

C
Care, see £thics
Classroom instruction, see also Tracking
battling for respect, 165–167
efficient family management, 92–93
general patterns, 23–24, 30–31, 37–38,
political, 159–162
political, 159–162
Coming-of-age processes, xii, 2–3, 5, 176
community integration, xii, 2
integ ration, xii, 2, 5–8
endangered self, 6–7
endangered self, 6–7 89–91, 110
oppositional, 188
position of, 191
research on, 187
situated self, 6
stories of identity, 15–16, 15–16,
Confucianism, see Theology
Crosscurrents, xi, 5
types, xii, 8–11
summation, 176–179
Cliques, see Student cliques
Common high school script, 18, 179
Counseling programs, 31, 97–99
CASE program “treatments, 96–97
Crime, 70–71
Critical consciousness, 112–113, 117
Cultural paradox, 180
Cultural systems (worlds) 10, 85
economic niches, 47
home/school discontinuities, 91
intentional persons, 11
prescriptions, 11, 85

D
Democratic education, 157–159, 191
Democratice
city/suburb, 25, 32
student population, 12
Discipline, 38, see also Practices, disciplinary

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