@article{Adolescent:4823,
      recid = {4823},
      author = {Gorski, Karlyn J},
      title = {On Edge: Adolescent Learning at the Periphery of  Schooling},
      publisher = {The University of Chicago},
      school = {Ph.D.},
      address = {2022-08},
      pages = {152},
      abstract = {High schools are spaces where adolescents learn, and their  learning is not restricted to the official curriculum.  During and after the school day, young people learn lessons  about themselves, their peers, and the broader social  world. These lessons matter not only for how they shape who  young people become, but also for youths' experiences of  schooling in the present. Much of the literature about high  schools concerns the former, analyzing how features of  adolescents' schooling predict metrics like academic  achievement and attainment, labor market outcomes, and  interactions with the criminal justice system. However,  these studies largely overlook the latter, which I center  in this dissertation. I examine youths' school-based non-  curricular learning experiences across two contexts: on  extracurricular debate teams and in forbidden in-school  snack markets.Drawing on multi-sited ethnographic fieldwork  conducted from 2017-2018 and 2019- 2022, I show that  learning outside of the formal curriculum influences  students' perceptions of themselves, of the formal  curriculum, and of schooling more generally. Through debate  team participation, students develop a strengthened sense  of the importance of their own voice. They also use the  skills and information that they learn in debate to improve  their learning practices and make connections between the  formal curriculum and other domains of their knowledge. In  this way, students' extracurricular learning can strengthen  their engagement with the formal curriculum. On the other  hand, through illicit snack markets, students learn that  adults' punitive orientations relate more to their  imagined, future failures than actual risk. While youth saw  snack sales as harmless and appreciated their capacity to  provide appealing food options (for buyers) and much-needed  income (for sellers), adults linked snack markets to drug  markets, producing a stigma around the activity and  punishing kids for behavior that could, instead, be viewed  as entrepreneurial. In scenarios such as these, students'  learning outside of the formal curriculum can lead youth to  disengage from the formal curriculum and resist the demands  of schooling. Overall, this work considers the ways in  which students' experiences of schooling relate to the  official and hidden curriculum of the high school.},
      url = {http://knowledge.uchicago.edu/record/4823},
      doi = {https://doi.org/10.6082/uchicago.4823},
}