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135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aBalancing acts$b[electronic resource] $eyouth culture in the global city /$fNatasha Kumar Warikoo
210   $aBerkeley $cUniversity of California Press$d2011
215   $a1 online resource (244 p.)
300   $aDescription based upon print version of record.
311   $a0-520-26210-7 
311   $a0-520-26211-5 
320   $aIncludes bibliographical references and index.
327   $aUnderstanding cultural incorporation -- Music and style: Americanization or globalization? -- Racial authenticity, "acting black," and cultural consumption -- Two types of racial discrimination: adult exclusion and peer bullying -- Positive attitudes and (some) negative behaviors -- Balancing acts: peer status and academic orientations -- Ethnic and racial boundaries -- Explaining youth cultures, improving academic achievement.
330   $aIn this timely examination of children of immigrants in New York and London, Natasha Kumar Warikoo asks, Is there a link between rap/hip-hop-influenced youth culture and motivation to succeed in school? Warikoo challenges teachers, administrators, and parents to look beneath the outward manifestations of youth culture -- the clothing, music, and tough talk -- to better understand the internal struggle faced by many minority students as they try to fit in with peers while working to lay the groundwork for successful lives. Using ethnographic, survey, and interview data in two racially diverse, low-achieving high schools, Warikoo analyzes seemingly oppositional styles, tastes in music, and school behaviors and finds that most teens try to find a balance between success with peers and success in school.
517 3 $aYouth culture in the global city
606   $aYouth$xSocial life and customs$vCross-cultural studies
606   $aChildren of immigrants$vCross-cultural studies
606   $aHigh school students$xSocial life and customs$vCross-cultural studies
606   $aAssimilation (Sociology)
606   $aAcademic achievement$vCross-cultural studies
606   $aGroup identity$vCross-cultural studies
610   $aadministrators.
610   $abehavioral problems.
610   $aclothing.
610   $aethnographers.
610   $aethnography.
610   $aglobalism.
610   $ahigh school students.
610   $ahip hop culture.
610   $aimmigrant experiences.
610   $aimmigrant parents.
610   $aimmigrants.
610   $ainterviews.
610   $alondon.
610   $alow achieving high schools.
610   $aminority students.
610   $amusical tastes.
610   $anew york city.
610   $aparents and kids.
610   $apeer groups.
610   $aracial diversity.
610   $arap culture.
610   $aschool setting.
610   $aschool success.
610   $asurvey data.
610   $ateachers and students.
610   $aurban setting.
610   $ayouth culture.
610   $ayouth music.
610   $ayouths.
615  0$aYouth$xSocial life and customs
615  0$aChildren of immigrants
615  0$aHigh school students$xSocial life and customs
615  0$aAssimilation (Sociology)
615  0$aAcademic achievement
615  0$aGroup identity
676   $a305.235086/91209421
700   $aWarikoo$b Natasha Kumar$f1973-$0791419
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801  1$bMiAaPQ
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906   $aBOOK
912   $a9910786706803321
996   $aBalancing Acts$91768841
997   $aUNINA