Using Recognition Theory to Explore the Narratives of System-Impacted Students Who Earned College Degrees

• In Event: AERA Roundtable Sunday 7:45 am
  In Roundtable Session: Critical Research on Policy and Mattering within the Social Context of Education

Abstract

This study explores how system-impacted individuals reconstruct their academic identities following incarceration through the lens of recognition theory (Honneth, 1995). Drawing on in-depth life history interviews with 35 former/inactive gang members, we examine how recognition and misrecognition shape experiences in continuation schools and re-entry pathways. Our findings highlight the dual role of educational spaces as sites of emotional neglect and moments of transformative affirmation. We argue that recognition, in the form of interpersonal care, institutional respect, and social esteem, can restore dignity and foster belonging for youth marginalized in K-12 schools. The study contributes empirical and theoretical insights for re-imagining school-based support for system-impacted youth and addressing structural barriers to equity and degree attainment.

Authors

• Adrian H. Huerta, University of Southern California

• Jessica Leila Carranza, University of Southern California

• Jose Bermejo, University of Southern California

• David Oscar Moore, University of Southern California