Across the globe, schools are seen as an essential context for building socio-emotional capacities in adolescents, particularly for marginalized youth, who have been systematically and historically excluded from accessing opportunities and resources typically available to members of different social groups (Gil-Kashiwabara, Hogansen, Geenen, Powers, & Powers, 2007).
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- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 94-116)Note typebibliography
- Field of study: Family and Human Development