Abstract
In the spring of 2002, a few weeks after I began fieldwork at a state- and corporate- supported ‘School-to-Career’ Biotechnology Academy,1 I met Armando, a high school senior and Academy attendee. The Academy can be best described as a ‘school-within-a-school’ public high school program, focused on building academic, social, and technological skills essential for careers in the region’s biotechnology industry. As a charismatic presence among a cohort of mostly Latino and Southeast Asian Biotech Academy participants who had been designated ‘at- risk’ of not graduating from high school, Armando, a promising science student, father to a three-year-old son, and supermarket employee, was enthusiastic about the program and about biotechnology in general. Indeed, the day I met him at Morton High School,2 a school serving a predominantly low- and middle-income Mexican American and Vietnamese American neighborhood in San Jose, CA,3 he was serving as a kind of unofficial ambassador for the Academy.
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Davidson, E. (2012). Managing Risk and ‘Giving Back’. In: Education and the Risk Society. Contexts of Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-961-9_11
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DOI: https://doi.org/10.1007/978-94-6091-961-9_11
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