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Balancing ActsYouth Culture in the Global City$
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Natasha Kumar Warikoo

Print publication date: 2011

Print ISBN-13: 9780520262102

Published to California Scholarship Online: May 2012

DOI: 10.1525/california/9780520262102.001.0001

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PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use.date: 01 August 2021

Ethnic and Racial Boundaries

Ethnic and Racial Boundaries

(p.125) Chapter 7 Ethnic and Racial Boundaries
Balancing Acts

Natasha K. Warikoo

University of California Press

This chapter takes a symbolic-boundaries approach to youth cultures to provide an understanding of the boundaries of “us” and “them” that students draw, providing a comparison between the two schools, York High School, New York City and Long Meadow Community School, London. The findings reveal that New Yorkers divide much more along racial and ethnic lines than their London counterparts. New York youth are more than three times more likely to mention race and ethnic groups when asked to describe their school's social groups than teens in London. Also, New Yorkers more frequently cite race or ethnic groups, when asked who is popular and unpopular in their school, than their counterparts. Lastly, they are less likely to have close friendships with peers of different backgrounds; are less likely to feel comfortable talking with other races; and are more likely to have an in-group preference for dating. Therefore, the contrasting organizational structures of the two schools, typical of their respective cities, exert a strong influence on the relatively greater salience of race and ethnicity for symbolic boundaries in New York compared to London.

Keywords:   symbolic boundaries, racial, ethnic, youth culture, social groups

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