Desiring Self‐Determination in Research and Beyond: Parental Consent Requirements and Situated Ethics for Migrant Young People Living amid Changing Family Dynamics

How are procedural research ethics complicit in homogenising and paternalising young people? Through a youth‐centred ethnographic study completed in Canada, I illustrate how migrant young people's complex experiences of family separation, responsibility, and autonomy sit in relation to parental consent requirements for research. By complicating notions of childhood and critically discussing capacity to consent, I elucidate how procedural ethics can negate diversity among young people and perpetuate the structural barriers some face in determining their lives. More flexible ethical procedures and responses could reduce barriers and better accommodate young people's inclusion by recognising their specific circumstances, desires and competencies through heightened contextual awareness.     

Young People as Co‐producers in Policing across England. An Evaluation of the ‘Youth Commission’ on Police and Crime

This paper discusses a recent study on three ‘Youth Commission’ on police and crime projects. Professional viewpoints were interpreted to understand how they valued young people's participation and made sense of their experiences and capabilities. Framed within policing reforms, the ‘Youth Commission’ projects regard young people as co‐producers, who work in partnership with professionals to address police and crime issues. The focus is upon professionals and their relationships with young people for transformative participation and social outcomes. Working in partnerships showed interdependency but identifies further challenges if professionals do not truly value young people's participation.     

Precarity and structural racism in Black youth encounters with police

Youth experience increased surveillance by and involuntary contact with police officers compared with other age groups. Studies that explore the experiences of youth during these encounters are scant and focus on youth with criminal histories. This research aims to explore the experiences of college-attending youth between 18 and 24 years old in two southern states. The study was designed and conducted according to the tenets of interpretative phenomenological analysis (IPA). Twelve Black youth were recruited and interviewed between April 2015 and April 2016. Three superordinate themes (and subthemes) were identified: (1) negative feelings towards the police; (2) precarity of police encounters (subthemes: police as a threat to welfare; it could be me; steps to follow during police encounters; behavior is irrelevant) and; (3) police response is part of structural racism (subthemes: racism is everywhere; media contributes to racism). The importance of these findings for social work practice and research will be discussed.     

Exploring Minority Youths’ Police Encounters: A Qualitative Interpretive Meta-synthesis

Recent deaths by police of unarmed minority youth have raised important questions about the nature and outcomes of involuntary minority youth-police encounters. Youth are the most surveilled group of Americans and minority youth frequently live in neighborhoods disproportionately targeted for proactive policing (i.e., using broad police discretion to “target” those most likely to be engaged in criminal activity before criminal acts become apparent). Understanding the experiences of minority youth who encounter police officers is of critical concern for social workers in many practice and research areas. Social workers must examine how a minority person’s perceptions are formed through repeated, frequent, involuntary encounters with the police. The purpose of this qualitative interpretive meta-synthesis was to capture these experiences through the voices of minority youth in recounting their contacts with the police. Four themes were identified: dangerous, controlling, prejudiced, and ineffective. Further reduction of these themes resulted in an overarching theme that captures the essences of these youth’s experiences: dehumanization. These results enhance understanding of minority youth experience with police officers and, thus, inform social work advocacy efforts around this issue in both practice and research arenas.     

Social class and approaches to shaping educational expectations

Scholars have recognized young people's educational expectations as a key factor in predicting educational outcomes, but few studies have attempted a comprehensive classification of how young people's educational expectations are shaped. In this article, I outline a typology of how young people from different social class origins shape their educational expectations. Drawing on 100 interviews with 15-year-olds, I find two underlying dimensions in young people's accounts of their educational expectations: how risk aware they are and how goal oriented they are. These dimensions translate into a heuristic model for understanding the structure of young people's educational expectations. I identify four major approaches to shaping educational expectations - the confident, the determined, the explorative, and the anxious - and show how these approaches connect to the young people's class origin. The typology of approaches offers a conceptual framework for understanding the mechanisms that lead young people to shape their expectations in qualitatively different ways.     

Lexical struggle in court: Aboriginal Australians versus the state1

This paper presents a critical sociolinguistic exploration of the cross‐examination of three young teenage Australian Aboriginal boys in a Queensland court. The boys alleged that they had been abducted by six police officers, so they were prosecution witnesses in the case against the police officers. The paper examines the lexical strategies used by defence counsel to construct these victim‐witnesses as criminals with ‘no regard for the community’, and to reinterpret the alleged abduction as a consensual car ride. Of greatest concern is the strategy which I term ‘lexical perversion’– the rejection of a witness's labelling of their own experience, through overt correction with, or covert substitution of, another lexical item. These lexical strategies are central to the judicial legitimation of neocolonial control by the police over the movements of Aboriginal young people.     

STRATEGIC RESPONSES TO THE POLICE AMONG INNER-CITY YOUTH

Research on police–citizen relations is largely focused on how police officers treat citizens, with much less attention given to how citizens behave toward officers. Several studies report that citizens' demeanor affects the way they are treated by police, but researchers have neglected the larger question of how citizens manage their contacts with officers more generally, outside the parameters of face-to-face encounters. The question is particularly salient for young males living in high-crime, inner-city neighborhoods—many of whom have frequent, negative contacts with or observations of the police. This article examines the contours of the youths' strategic responses to the police, drawing on in-depth interviews conducted in disadvantaged neighborhoods in St. Louis. Our analysis draws on Hirschman's framework of exit, voice, and loyalty as options available to individuals when dealing with problematic organizations.     

Youth,activism, and social movements

There has been considerable debate over the extent and role of young people's political participation. Whether considering popular hand‐wringing over concerns about declines in young people's institutional political participation or dismissals of young people's use of online activism, many frame youth engagement through a “youth deficit” model that assumes that adults need to politically socialize young people. However, others argue that young people are politically active and actively involved in their own political socialization, which is evident when examining youth participation in protest, participatory politics, and other forms of noninstitutionalized political participation. Moreover, social movement scholars have long documented the importance of youth to major social movements. In this article, we bring far flung literatures about youth activism together to review work on campus activism; young people's political socialization, their involvement in social movement organizations, their choice of tactics; and the context in which youth activism takes place. This context includes the growth of movement societies, the rise of fan activism, and pervasive Internet use. We argue that social movement scholars have already created important concepts (e.g., biographical availability) and questions (e.g., biographical consequences of activism) from studying young people and urge additional future research.     

Race,rage and emotional suspects: Ideologies of social mobility confront the racial contours of mass incarceration

Guilt, shame, pride and rage ripple through conversations about racism within the juvenile justice system where the racial contours of mass incarceration challenge the legitimacy of the American ideology of being a colourblind meritocracy. This paper argues that projects of emotional regulation, especially the regulation of young people's emotional response to the hypervisibility of race, are central to the governance of youth in carceral spaces. Drawing on ethnographic research in a southern California juvenile hall, I explore how young people engage with an evolving biopolitics of emotion and the ways carceral spaces shape young people's constructions of racial boundaries and solidarities.     

Cambodian youth managing expectations and uncertainties of the life course – a typology of biographical management

Globalising changes in recent decades have produced great impacts on young lives, and youth sociologists have been analysing how young people negotiate change and uncertainty in their lives. This article complements existing research by a case study on Cambodia, where young people have in recent years been charged to deal with drastic social changes but in social conditions different from the better known global North. By drawing on data from a study of young rural–urban migrant labour workers' and university students' life experiences and expectations in the Cambodian capital of Phnom Penh, we systematically compare their sense making, action strategies and future orientation during their transition into working life. We present a theoretically informed but empirically grounded typology that illustrates three major modes of biographical management: entrepreneurial, traditional and situational, which are linked to different perceptions of uncertainty, future perspectives, action strategies, planning modes and resources available through the family, personal capacity and the larger sociocultural context. We conclude with critical remarks on the extent to which the fulfilment of Cambodian young people's hopes for a better life is shaped by broader social conditions and individual circumstances.     

The price of youth: commodification of young people through malleable risk practices

Risk has become a dominant part of theory and practice in young people's services over the past 30 years [Kemshall, H. 2008. “Risk, Rights and Justice: Understanding and Responding to Youth Risk.” Youth Justice 8 (1): 21–37; Goldson, G. 2000. “Children in Need’ or ‘Young Offenders’? Hardening ideology, organizational change and new challenges for social work with children in trouble.” Child and Family Social Work 5 (3): 255–265]. Young people are simultaneously described as ‘at-risk’ and risky, ‘permanent suspects’ [Mcara, L., and S. Mcvie. 2005. “The usual suspects? Street-life, young people and the police.” Criminal Justice 5 (1): 5–36] with the potential for committing crime, using drugs, being sexually promiscuous or under-performing in the socio-economic climate [Turnbull, G., and J. Spence. 2011. “What's at risk? The proliferation of risk across child and youth policy in England.” Journal of Youth Studies 14 (8): 939–959]. This paper reports on a UK study of youth practitioners’ perceptions of young people in relation to ‘risk’ and how this affects practice. Findings identify a context where practitioners engage with notions of young people as at-risk or risky, managing tensions between external constructions and the ‘real’ individual on an on-going basis. ‘Risk’ becomes malleable, with young people's risk biographies being amplified or attenuated on the basis of the practitioner's view of needs, resource allocations, contracts, targets, practitioner or organisational fears, risk management processes, and the desire to get the best for the young person. Whilst of short-term benefit, this commodification of young people is counter-productive, magnifying the construction of youth as risky others. The paper calls for new approaches to challenge the continued dominance of the youth risk paradigm in practice, policy and the academic youth studies field.     

‘It's their word against mine’: young people's attitudes to the police complaints procedure in Northern Ireland

One of the central aims of the police reform process in Northern Ireland has been to increase the legitimacy of the policing structures and police officers amongst those who are served and policed by the Police Service of Northern Ireland (PSNI). To meet this aim, structures have been created to ensure that the PSNI is accountable to all sections of the community for its strategy and performance, and in monitoring the attitudes and behaviour of its officers. To that end, the Office of the Police Ombudsman for Northern Ireland (PONI), the Northern Ireland Policing Board and 26 District Policing Partnerships have been created. This paper aims to break ground by looking in some detail at young people's attitudes to and experiences of the workings of one of those new bodies, the Police Ombudsman, and to explore issues related to young people's willingness to engage with the PONI.     

Examining concepts of power and agency in research with young people

Concepts of power and agency have become increasingly prominent in the youth studies literatures and related research. A focus of the research to date has been an examination of how a better understanding of young people's lived experiences can reveal possibilities for young people's agency to emerge. Despite increased interest in the term agency, much less has been said about how the concept is defined and recognized in research with young people, including what the concept may entail but crucially, how the term is linked to and underpinned by the related concept of power. This paper seeks to contribute to our understanding of power and agency as utilized in research with young people. The discussion that follows identifies the possible ways in which different theoretical positions shape our understanding of how power and agency are investigated and how these understandings inform the ways we interpret young people's perspectives and actions as holding potential for ‘agency’. Drawing on recent empirical examples, we consider how varying interpretations of power and/or agency shape not only the ways in which young people's agentic experiences are theorized (and the related ontological and epistemological assumptions these positions imply) but also the presumed effects of that agency.     

Young people negotiating and maintaining boundaries in youth work relationships: findings from an ethnographic study of youth clubs

‘Professional boundaries’ set limits on appropriate behaviours in the relationship between the service users and practitioners. The professional literature often assumes boundaries are maintained by the practitioners, occupational bodies, or organisational policy. However in youth work this is under-researched. An ethnographic study of four youth clubs in the North East of England into ethical practice revealed that young people were surprisingly adept at maintaining boundaries with the youth workers. These boundaries were negotiated and maintained through the young people's use of space, their willingness to interact with the workers, the way they shared information with the workers, and their inclusion of youth workers into their social networking. Young people also showed a sophisticated awareness of the organisational boundaries youth workers were operating within, and often cooperated in maintaining them with the worker. The article concludes by arguing youth workers should take seriously young people's ability and willingness to set and work within boundaries, and see their negotiation and maintenance as a mutual endeavour. However, this may provide a challenge to organisations with rigid policy-defined boundaries.     

“You Don’t Get Respect if You Give No Respect”: How Black and Latino Youth Make Sense of Encounters with Police

ABSTRACT

The study documents opinions about the police among black and Latino youth and explores how these assessments reflect differences in lived experiences and frames of interpretation of police encounters across gender and race/ethnicity. This specification is important to better understand how youth navigate interactions with law enforcement and how discrete experiences are interpreted in the context of other contacts of racial and gender inequality. We draw on interviews with 43 black and Latino youth, ages 13–21, compiled as part of a project on police stops in New York City. Although our findings indicate that youth tend to see the police negatively, we note considerable heterogeneity, with Latinos/as conveying more mixed views of law enforcement and females signaling more negative perceptions. We tie these differences to variation in the type, volume, and quality of encounters with the police, as well as the saliency of direct and indirect experiences.     

Performances of social class,race and gender through youth subculture: putting structure back in to youth subcultural studies

This paper aims to advance debates in youth studies about the contemporary relevance of social structures of class, race and gender to the formation of youth subcultures. I demonstrate how drawing on a cultural class analysis and education literature on learner identities and performativity can be productive in theorising the continued significance of class, and indeed also race and gender in young people's lives. In examining school-based friendships and (sub)cultural forms through empirical research in urban schools, I argue that not only are young people's subcultural groups structured by class, race and gender but also they are integral to the production of these identities. By examining the discursive productions of two school-based subcultures as examples: the ‘Smokers’ and the ‘Football’ crowd, I further argue that these identity positions embody resources or capitals which have differing value in the context of the urban school and thus demonstrate how race, class and gender privilege are maintained and reproduced through youth subculture.     

Improving practice: The importance of connections in establishing positive identity and meaning in the lives of vulnerable young people

This article presents the findings of a participatory qualitative study investigating the role and potency of identity and meaning in the lives of vulnerable young people. In-depth interviews with 24 young people revealed the importance of connectedness in fostering positive identity and meaning in vulnerable young people's lives. Five critical domains for building positive identity and meaning emerged: caring relationships; participation and contribution within their communities; achieving a sense of belonging; competence; and hope. Young people's experiences uncovered that connectedness lies at the heart of all of these domains, and is therefore the pathway for vulnerable young people to attain positive identity and meaning. The findings reinforce what we know about the importance of connectedness for vulnerable young people and provided insights into how young people want to be supported with these issues. This article critically examines some of the difficulties for support workers in facilitating connectedness for young people and considers why these connections are not always developed. Practical suggestions are provided for how youth support workers may be able to overcome these challenges.     

Tagging Walls and Planting Seeds: Creating Spaces for Youth Civic Action

Youth civic spaces are environments in which youth participation in civic action is fostered—the pathways, structures, and vehicles that provide opportunities for young people to engage in critical discussion, dialogue, and action. The concept of youth civic space includes the formal and informal places in which youth civic engagement can occur and how the lived experience of those places contributes to young people's development as civic actors. It extends discussions regarding the physical locations of youth civic engagement to include the activities, perceptions, and interactions within them. Drawing on archival materials from 2 multiyear projects, this article explores the role of community-based organizations in mediating youth civic action and understanding the characteristics and qualities of the organizations that facilitate youth engagement in community action and social change. We use this analysis of empirical examples to develop a conceptual framework for strengthening practice.     

‘Did You See That Guy in the Wheelchair Down the Pub?’ Interactions across Difference in a Public Place

Most research undertaken on interactions between able-bodied people and people with physical disabilities has focused on the way that people with disabilities are de-humanised during the interaction process. Little attention has been given to the possibility that able bodied people are unsure of how to go about interacting with people with disabilities (Soder, 1990). Looking is a complex business. This paper reports a qualitative study of interaction in public places with Elton, a young person coping with cerebral palsy. Participants were observed and filmed in a caféand a public bar. Elton and I were the only participants aware of the camera attached to his head rest. Elton and the other participants used visual symbols to assess approachability, status, ability, attractiveness, and quality of character. The difficulty in each encounter is that it is shaped by people's interpretation of the other, arrived at by their own projections of meaning attached to the 'form' of the body. There were also tensions in the process of looking: in particular, around eye contact, and the desire to avoid appearing to stare.