Participation in the figured world of graffiti

This article is based on ethnographic work with two “crews” of young graffiti artists in southern Mexico City. The crews share certain characteristics with gangs or urban tribes, but more with “communities of practice”: they live in the “figured world” of graffiti, a community of practice at the local and global level. Through participation, including observation and the study of fanzines, group members learn the language, technical and social skills, and values of this figured world. Their reasons to paint and the topics they express are varied, but authentic expression is fundamental. Graffiti allows these young people to establish an interesting interplay of identities in the world of graffiti versus their ordinary lives.     

Age factors in sex differences in open-field activity of rats

Male and female Long-Evans rats were given open-field tests at 30 and/or 120 days of age. At 30 days of age, males and females did not differ in their open-field behavior. At 120 days of age, however, females locomoted more, reared more, and showed less wall-hugging than males, regardless of whether or not the animals had received tests in the open field at 30 days of age. The appearance of sex differences was due to an increase in the scores of the females between 30 and 120 days of age.     

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.