The DOI matches its Crossref record; 86 of the 88 references it cites were found in a registry or an index.
Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
Abstract
After-school community-based spaces are often recognized in political and educational discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth workers strive to reimagine Black youth in humanizing ways despite pressures to frame them as broken and in need of fixing to compete for funding with charter schools. Data also reveal deep tensions in youth workers’ experiences as they critique neoliberal reforms that shape their work; yet, at the same time, they are forced to hold students to markers of success defined by neoliberal ideals. These tensions result in youth workers downplaying the social, cultural, and emotional dimensions of their work.
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“Through these new surveillances, Black youth are able to contest dominant media and policy narratives that frame Black youth as inherently criminal, violent, anti-intellectual, and ultimately disposable (Baldridge, 2014; Giroux, 2009).”
From “Thank You, Black Twitter”: State Violence, Digital Counterpublics, and Pedagogies of Resistance (2018) · cites this paper as Baldridge, 2014
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Cites
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Research works printed but not linked: 12
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Cited by
(Re)Imagining Black Boyhood: Toward a Critical Framework for Educational Research
Dumas, M. J., & Nelson, J. D. (2016) · Harvard Educational Review · doi:10.17763/0017-8055.86.1.27 · Cited by 386
“Thank You, Black Twitter”: State Violence, Digital Counterpublics, and Pedagogies of Resistance
Hill, M. L. (2018) · Urban Education · doi:10.1177/0042085917747124 · Cited by 205
Baldridge, B. J., Beck, N., Medina, J. C., & Reeves, M. (2017) · Review of Research in Education · doi:10.3102/0091732x16688622 · Cited by 165
Self-citationAlbright, J. N., Hurd, N. M., & Hussain, S. B. (2017) · American Journal of Community Psychology · doi:10.1002/ajcp.12143 · Cited by 131
Designing Culturally Responsive Organized After-School Activities
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. V., & Okamoto, D. G. (2016) · Journal of Adolescent Research · doi:10.1177/0743558416666169 · Cited by 114
Metadata
- Authors
- Baldridge, B. J.
- Affiliations
- University of Wisconsin–Madison (US)
- Corresponding author
- Baldridge, Bianca J.
- ORCID
- Baldridge, Bianca J.
- Venue
- American Educational Research Journal
- Published
- 2014-06
- Volume
- 51
- Issue
- 3
- Pages
- 440-472
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2161850907
- Cited by
- 205
- References
- 88
- Citations by year
- 2026: 18 · 2025: 21 · 2024: 18 · 2023: 18 · 2022: 21 · 2021: 20 · 2020: 27 · 2019: 21 · 2018: 12 · 2017: 12 · 2016: 15 · 2015: 2
- FWCI
- 26.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › Education Discipline and Inequality
- Keywords
- Black youth, after-school programs, youth workers, deficit discourse, youth development, college completion, neoliberalism, urban education, youth agency, community-based education, charter schools
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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.
