This study examines the dynamics and implications of trans-spatial subordination in/across the lived experiences of six incarcerated participant youths in a secure custody facility for juveniles in Louisiana. Five male teenagers (four African American, one White) and one female teenager (African American) discuss the limitations, harassment, and confinement in various aspects of their lives and speak about the impact on their expectations for the future. The author employs several methodologies in order to develop a multimedia, multifaceted representation of their lives. The narratives elicited through interviews provide the bulk of the data as the participants describe this perpetual subordination. The photographs, resulting from the implementation of a visual ethnographic methodology, provide images that serve as catalysts for introspection and analysis of significance in the mundane and routine, particularly as they apply to the carceral facilities, structures, and policies themselves. Film viewing and discussion offer an array of depictions of youth and criminality to which the youths responded, granting a simultaneous peek at how these marginalized youths viewed themselves and how mainstream media productions depict them. After a particularly provoking viewing session of an animated film, the author expands the preliminary boundaries of the work beyond cells and the walls of the prison. The expanding focus examines subordinating elements in their lives with their families and in their neighbourhoods. The challenges, harassment, and obstacles experienced in their communities continued in their schools and during their encounters with law enforcement, the latter of which often led directly to imprisonment. Finally, the youths reflected on the confining subordination that existed in the facilities, the product of the combination of: their discomfort with the surveillant structure, their perceived arbitrariness of privilege, and the lack of any relevant education. They also identified opportunities for voicing their opinions and recognized the relative safety of this facility compared to others. As the participants conceptualized their futures and articulated their relatively narrow and often ambiguous hopes, the sobering influence of such perpetual subordination is evident. The author closes with a discussion of the study’s importance to future research with marginalized youth in a society of increasing surveillance and security as well as implications for teacher education.

This study examines the dynamics and implications of trans-spatial subordination in/across the lived experiences of six incarcerated participant youths in a secure custody facility for juveniles in Louisiana. Five male teenagers (four African American, one White) and one female teenager (African American) discuss the limitations, harassment, and confinement in various aspects of their lives and speak about the impact on their expectations for the future. The author employs several methodologies in order to develop a multimedia, multifaceted representation of their lives. The narratives elicited through interviews provide the bulk of the data as the participants describe this perpetual subordination. The photographs, resulting from the implementation of a visual ethnographic methodology, provide images that serve as catalysts for introspection and analysis of significance in the mundane and routine, particularly as they apply to the carceral facilities, structures, and policies themselves. Film viewing and discussion offer an array of depictions of youth and criminality to which the youths responded, granting a simultaneous peek at how these marginalized youths viewed themselves and how mainstream media productions depict them. After a particularly provoking viewing session of an animated film, the author expands the preliminary boundaries of the work beyond cells and the walls of the prison. The expanding focus examines subordinating elements in their lives with their families and in their neighbourhoods. The challenges, harassment, and obstacles experienced in their communities continued in their schools and during their encounters with law enforcement, the latter of which often led directly to imprisonment. Finally, the youths reflected on the confining subordination that existed in the facilities, the product of the combination of: their discomfort with the surveillant structure, their perceived arbitrariness of privilege, and the lack of any relevant education. They also identified opportunities for voicing their opinions and recognized the relative safety of this facility compared to others. As the participants conceptualized their futures and articulated their relatively narrow and often ambiguous hopes, the sobering influence of such perpetual subordination is evident. The author closes with a discussion of the study’s importance to future research with marginalized youth in a society of increasing surveillance and security as well as implications for teacher education.

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Affirmative action in higher education is a necessary component for ethnic minorities to be afforded postsecondary educational access and opportunities to improve their socioeconomic status. The ban of affirmative action in undergraduate admissions, wherever instituted, has decreased the undergraduate enrollment of ethnic minorities. The broad objective of this research is to demonstrate how the elimination of affirmative action has lessened postsecondary educational access for minorities, who presently account for the majority or near-majority population in several states and will soon account for a much larger segment of the national population. This study will use two series of multiple regression models with scale-level variables to note the effect of the removal of affirmative action and the effectiveness of the Talented Twenty Program in maintaining student diversity at the University of Florida and the Florida State University. The major finding of this research is that the minority enrollment at UF and FSU was significantly related to the change in policy from affirmative action to the Talented Twenty Program. This study and the prior literature strongly suggest that the current diversity levels at these public universities are most likely a result of the university recruitment and outreach programs and population change.

Cette recherche se penche sur l’impact des facteurs contextuels, familiaux et individuels dans l’accessibilité au postsecondaire des Premières Nations et des Métis âgés entre 18 et 34 ans qui vivent hors collectivités des Premières Nations au Canada. En plus de l’impact de ces facteurs au niveau national, cette recherche s’intéresse aussi à leur impact selon les trois types de systèmes scolaires canadiens « à choix exclusif », « à choix progressif » et « à choix multiples ». Des régressions logistiques multinomiales ont été réalisées sur les données de l’enquête auprès des peuples Autochtones de 2012. Trois groupes de facteurs qui totalisent 24 indicateurs ont été examinés afin de répondre aux questions de recherche. Les résultats de cette recherche montrent que même si les facteurs contextuels, tels que l’environnement social et scolaire au secondaire et les facteurs familiaux, tels que la scolarité des membres de la famille sont déterminants dans l’accès au postsecondaire des Autochtones, les facteurs individuels sont les principaux facteurs prédictifs de cet accès. Parmi les facteurs les plus importants, il y a la performance académique et le décrochage scolaire, suivi de l’âge qui affecte considérablement cet accès, particulièrement à l’université. De plus, l’analyse de l’effet de modération selon les trois systèmes scolaires canadiens a également permis de distinguer une différence significative entre ces derniers qui est perceptible, d’une part, par les variances expliquées et, d’autre part, par l’impact différé des trois groupes de facteurs étudiés. / This research assesses the impact of contextual, family and individual factors in access to postsecondary education of First Nations and Métis people aged between 18 and 34 years old, living outside First Nations communities in Canada. This research examines also the impact of these factors across the three postsecondary types of school systems of Canada, i.e., “exclusive choice”, “progressive choice” and “multiple choice”. Multinomial logistic regression analyses were performed on the data of the Aboriginal Peoples Survey of 2012. Three groups of factors totaling 24 indicators were examined in order to answer the research questions. The results of this research show that, while contextual factors, such as the social and academic environment and family factors, such as the high academic level of family’s members are determinant in access to postsecondary education among Aboriginals living outside First Nations communities, the individual factors are the main predictors of this access. Among these main predictors, there are academic performance, dropping out of school and age. In addition, the analysis of moderation effects according to the three postsecondary types of systems present in Canada showed significant differences that can be seen, first, in the explained variance and second, in the difference between the importance of the different groups of factors in each system.