Race, community, and doing sociology.

What further evidence is needed to effectively address the unsatisfactory schooling experiences and educational trajectory of Black youth to help shape their path toward more successful social outcomes? I return to this persistent question in my research to reflect on how I have used sociological research in prior observations, and to build on earlier studies. I show how following research participants over a period of time, and with attention to how they relate to and are nested in community, family and peers, has enabled me to more effectively document their experiences, imaginations, and ambitions from adolescence to adulthood. I contend that longitudinal studies, framed by a community referenced approach, best ensure that we attend to the complex, diverse, and transitional lives of Black youth, and the social, cultural, educational, economic, and political contexts they navigate. At this time of equity, diversity, and inclusion (EDI) initiatives, sociology could help to advance education about, and initiate action for, Black people so that the equity promised by Canadian multiculturalism might be realized. [ABSTRACT FROM AUTHOR]