The DOI matches its Crossref record; 38 of the 38 references it cites were found in a registry or an index.
Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School
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In the citing paper
“Four of the articles that adopt a sociocultural perspective on identity development demonstrated, based on classroom observations and teacher interviews, that teachers may have rather persistent expectations of adolescents through which certain identity positions are made available or unavailable (Berg 2010; Rubin 2007; Vetter 2010; Wortham 2006).”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Rubin 2007
Citations
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
(1999) · Cited by 28,356
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500
The Discovery of Grounded Theory
Glaser, B. G., & Strauss, A. L. (2017) · The Discovery of Grounded Theory · doi:10.4324/9780203793206-1 · Cited by 8,344
(1994) · Cited by 6,200
Identity and agency in cultural worlds
(1999) · Choice Reviews Online · doi:10.5860/choice.36-5759 · Cited by 4,062
Perspectives on socially shared cognition.
Resnick, L. B., Levine, J. M., & Teasley, S. D. (1991) · American Psychological Association eBooks · doi:10.1037/10096-000 · Cited by 3,468
Kridel, C. (2010) · Sage eBooks · doi:10.4135/9781412958806.n175 · Cited by 2,583
Research works printed but not linked: 3
- Anyon J. (1997) Ghetto schooling. New York: Teachers College Press
- Horn, I. (2006). “Turnaround” students in high school mathematics: The department’s role in student persistence and identity construction. Paper presented at the annual conference of the American Educational Research Association. San Francisco, CA
- LeCompte M., Schensul J. (1999). Designing and conducting ethnographic research. Walnut Creek, CA: AltaMira Press
Cited by
The Role of School in Adolescents’ Identity Development. A Literature Review
Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9457-3 · Cited by 318
“Together, these four studies indicate that static teacher expectations limit adolescents’ ways to position themselves, which may sometimes benefit (Vetter, 2010), but other times harm adolescents’ engagement in school practices (Berg, 2010; Rubin, 2007; Wortham, 2006).”
BackgroundInfluential
Metadata
- Authors
- Rubin, B. C.
- Affiliations
- Rutgers, The State University of New Jersey (US)
- Corresponding author
- Rubin, Beth C.
- Venue
- The Urban Review
- Published
- 2007-03-09
- Volume
- 39
- Issue
- 2
- Pages
- 217-249
- ISSN
- 0042-0972 (ISSN-L)
- 1573-1960
- OpenAlex
- W2038219874
- Cited by
- 120
- References
- 38
- Citations by year
- 2025: 3 · 2024: 5 · 2023: 5 · 2022: 5 · 2021: 8 · 2020: 6 · 2019: 11 · 2018: 13 · 2017: 11 · 2016: 11 · 2015: 7 · 2014: 7 · 2013: 10 · 2012: 6
- FWCI
- 5.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- www.springer.com/tdm (vor)
- Locations
- The Urban Review (publishedVersion)
- Funders
- National Academy of Education
- Topics
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- learner identity, figured worlds, positional identity, urban high schools, low-income students of color, academic performance, situated learning, educational inequality
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
