Representing Youth: Methodological Issues in Critical Youth Studies

By Amy L. Best | Go to book overview

Index
11 plus exam (transfer test) in Belfast, studies of, 135, 149–150
Abstraction, 271–272
Access to informants: accessibility of young people's lives, 46; gender and, 140–141; as an ongoing process, 136–137; in studying homeless children and youth, 116–119. See also Gatekeepers
Act Your Age (Lesko), 17–18
Adler, Patricia, 22
Adler, Peter, 22
Adolescence: attainment of/transition to adulthood (see Emerging adulthood); as a category, 40; in developmental psychology, 40; as an identity, 52; memories of (see Selfretrospection); power relations, 47–48; preconceived notions and theories, 54–55; sexual identities, 310; shifting identities, 243–244; the socially constructed child, 47; socially constructed nature of, 11; the socially developing child, 44; as a temporary position, 48
Adolescent boys: “fag discourse” among, 242; repudiation of homosexuality and femininity, 227; sexist heterosexuality, 227; sexist underpinnings of masculine identities, 244
Adolescent boys, females studying, 226–247; age and gender, 231–235; athletic ability and interests, 236; being viewed as a potential sexual partner, 238–243, 244; competitive joking strategy, 243, 244; deportment, 235; dress, 235; Dude, You're a Fag (research project), 228; “least adult” role, 233; “least-gendered identity,” 24, 227, 235–238, 240, 244; maintaining rapport with the boys, 244; masculine cultural capital, 237; physical intimidation by boys, 239; qualitative social research methods, 229–230; River High School (Riverton, California), 228–229; sexual one-upmanship, 242–243
Adolescent girls and antiracism, 203–225; adult authority, 221–223; Ashema (see Ashema); balancing knowledge and ignorance, 218–221; building rapport, 206–207, 213–218; disclaimers of racism, 220; generational ignorance of ways to discuss race, 215; outsider role and race, 219; talking about race with black girls, 218; talking about race with white girls, 214–216, 218, 222; Teen Women's Action Program (see Teen Women's Action Program)
Adolescents, 39–59; adult researchers and, 44; adults as former adolescents (see Self-retrospection); as at-risk individuals, 48, 54–55; in community-based theater (see Community-based theater); conceptualizations of, 39–59; high school proms, 1–2, 10–11; homelessness (see Homeless children and youth); incompleteness of, 41, 253, 258–259; as a marginalized group, 48; Participant Action Research (PAR), 54; rapport required to research them, 239; as social agents, 54; as a social problem, 48, 54–55; subculture theorists and, 45
Adult authority, 12–17; age and, 208–212; antiracist intervention, 221–223; Biklen and, 18, 19, 22; Fine (Gary Alan) and, 12, 22–23; legitimization of, 12; participant-observation studies, 12; power and, 12–17; Raby and, 18–19; race and, 221–223; Sandstrom and, 12; “studying down,” 12
Adult ideological standpoints, 10
Adult interviewer role, 51
Adulthood: attainment of/transition to (see Emerging adulthood); “moratorium” on, 65, 67–68; political participation as marker, 72

-329-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Representing Youth: Methodological Issues in Critical Youth Studies
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 342

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.