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.

中文翻译：

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抵制学校教育的结构和机构：阶级、种族和不平等结果的再生产

对于低收入和边缘化少数族裔青年来说，如果青少年预计学校教育的效用有限，那么流动性前景的下降可能会削弱他们对学校教育的积极态度。我们发现青少年对种族和阶级不平等的认识影响着对学校教育的一系列复杂态度，并且这些态度导致了因种族/族裔和阶级而异的结果。我们利用一个独特的纵向数据集，其中包含来自大型学校系统的 1428 名黑人和白人高中毕业生的随机分层样本。通过调查和管理数据，我们展示了结构性因素和学生特征如何塑造教育态度；然后这些态度、学校结构特征、学生、家庭和邻里因素如何预测教育成果。我们发现威利斯强调阶级的抵抗理论和奥格布关注种族的文化生态模型之间的共同点。结果为与两种抵抗理论相关的核心结构提供了更清晰的概念。