This volume highlights issues of power, inequality, and resistance for Asian, African American, and Latino/a students in distinct U.S. and international contexts. Through a collection of case studies it links universal issues relating to inequality in education, such as Asian, Latino, and African American males in the inner-city neighborhoods, Latina teachers and single mothers in California, undocumented youth from Mexico and El Salvador, immigrant Morrocan youth in Spain, and immigrant Afro-Caribbean and Indian teenagers in New York and in London. The volume explores the processes that keep students thriving academically and socially, and outlines the patterns that exist among individuals—students, teachers, parents—to resist the hegemony of the dominant class and school failure. With emphasis on racial formation theory, this volume fundamentally argues that education, despite inequality, remains the best hope of achieving the American dream.
Table of Contents
Introduction SEAN DRAKE, GILBERTO Q. CONCHAS, BRIANA M. HINGA,AND MICHAEL A. GOTTFRIED PART I: Overview 1 Conceptualizing Disparity and Opportunity in Education as a Racial Project: A Comparative Perspective ALEX ROMEO LIN, SEAN DRAKE, AND GILBERTO Q. CONCHAS PART II: Boys and Men of Color: Resilience and the Construction of Urban School Success 2 The Problematization of Cambodian Adolescent Boys in U.S. Schools: Beyond the Model Minority Stereotype of Asian American Youth VICHET CHHUON 3 “I Am Not the Stereotype”: How an Academic Club in an Urban School Empowered Black Male Youth to Succeed SEAN DRAKE, GILBERTO Q. CONCHAS, AND LETICIA OSEGUERA 4 Dynamics of Urban Neighborhood Reciprocity: Latino Peer Ties, Violence, and the Navigation of School Failure and Success MARÍA G. RENDÓN PART III: Gender, Self-Identity, and the Cultivation of Sociopolitical Resistance 5 Beyond “Warming Up” and “Cooling Out”: The Effects of Community College on a Diverse Group of Disadvantaged Young Women KELLY NIELSEN 6 Bicultural Myths, Rifts, and Scripts: A Case Study of Hidden Chicana/Latina Teacher’s Cultural Pedagogy in Multiracial Schools GLENDA M. FLORES 7 Gendered Expectations and Sexualized Policing: Latinas’ Experiences in a Public High School G ILDA L. OCHOA PART IV: Immigrant Global Communities, Disparity, and the Struggle for Legitimacy 8 Diffi cult Transitions: Undocumented Immigrant Students Navigating Vulnerability and School Structures R OBERTO G. GONZALES AND CYNTHIA N. CARVAJAL 9 The Diaspora Speaks Back: Youth of Migration Speaking Back to Discourses of Power and Empire A NNE RÍOS-ROJAS 10 Global Urban Youth Culture: Peer Status and Orientations toward School among Children of Immigrants in New York and London NATASHA K. WARIKOO
Gilberto Q. Conchas is professor of education policy and social context at the University of California, Irvine. Conchas’ research focuses on inequality with an emphasis on urban communities and schools. He is the author of The Color of Success: Race and High-Achieving Urban Youth (2006), Small Schools and Urban Youth: Using the Power of School Culture to Engage Youth (2008), and StreetSmart SchoolSmart: Urban Poverty and the Education of Adolescent Boys (2012).
Michael A. Gottfried is an assistant professor in the department of education at the Gevirtz School at the University of California, Santa Barbara. Dr. Gottfried’s research focuses on the economics of education and education policy. Using the analytic tools from these disciplines, he has examined issues pertaining to peer effects, classroom context, and STEM. Dr. Gottfried has published numerous articles in these areas and won multiple scholarly awards for his research, including the AERA’s Outstanding Publication in Methodology Award (2010 and 2012) and the Highest Reviewed Paper Award (2013).
"In this important new volume, Conchas and Gottfried demonstrate why placing race at the center of analyses of education and inequality is so essential. Rather than reducing racial inequality, education in the US is too often implicated in its reproduction. Through carefully analyzed case studies the authors demonstrate how this occurs and point to what it might take to reverse these patterns. For those interested in advancing the possibility that education can serve as a force for equality and social justice, this book will be an invaluable resource." - Pedro A. Noguera, University of California – Los Angeles, USA
"Schools are a preeminent site for conflict: over inequality, citizenship, social identity, and democracy itself. Inequality, Power, and School Success explores the experience of schooling for distinct groups of racially-identified students. All over the world, but particularly in the United States, these issues of social justice, opportunity, mobility, and indeed national culture, all center on problems of race and racism. If you take educational equality seriously, you must wrestle with this book. Highly recommended for adoption!" - Howard Winant, University of California, Santa Barbara, USA
"This is a comprehensive volume bringing together leading scholars in sociology, education, and race. It convincingly documents how inadequate schools, impoverished communities, and a criminalizing system impact education. Its broad scope includes studying teachers as well as students, taking note of gender and immigration status, offering solutions to problems, and extending beyond the educational system in the United States. This groundbreaking volume brings the invisible to the foreground." - Vilma Ortiz, University of California, Los Angeles, USA