Abstract：
For low-income and marginalized racialized minority youth, declining prospects of mobility can undermine favorable attitudes toward schooling if adolescents anticipate limited utility in schooling. We find that adolescents\' awareness of race and class inequality affects a complex set of attitudes toward schooling, and that these attitudes contribute to outcomes varying by race/ethnicity and class. We capitalize on a unique longitudinal dataset with a random stratified sample of 1428 Black and White high school graduates from a large school system. Using surveys and administrative data, we show how structural factors and student characteristics shape educational attitudes; and then how these attitudes, school structural features, student, family, and neighborhood factors predict educational outcomes. We find the common ground between Willis\' resistance theory emphasizing class and Ogbu\'s cultural-ecological model focusing on race. Results provide greater conceptual clarity for core constructs associated with both theories of resistance.
摘要：
对于低收入和边缘化的少数民族青年，如果青少年预期学校教育的效用有限，流动前景的下降可能会破坏对学校教育的有利态度。我们发现，青少年对种族和阶级不平等的认识会影响对学校教育的一系列复杂的态度，这些态度会导致不同种族/民族和阶级的结果。我们利用了一个独特的纵向数据集，随机分层抽样了来自大型学校系统的1428名黑白高中毕业生。利用调查和行政数据，我们展示了结构因素和学生特征如何塑造教育态度；然后展示了这些态度如何，学校结构特点,学生,家庭,和邻里因素预测教育结果。我们发现威利斯的抵抗理论强调阶级和奥格布的文化生态模式侧重于种族之间的共同点。结果为与两种抗性理论相关的核心结构提供了更大的概念清晰度。
