Overview

The first edition of The Color of Success was a groundbreaking, asset-based exploration of the educational trajectories of high-achieving, low-income students within urban schools. The author brings his now seminal book up to date with insights based on existing and new research, current policies, and innovative pedagogical approaches. Conchas utilizes a critical lens to examine the intersectional identities of racially minoritized students, the role of existing power hierarchies within schools, and offers specific structural approaches that create educational opportunity. The Color of Success 2.0 amplifies student voice; explores school, family, and community partnerships; promotes culturally relevant pedagogy and teacher preparation; includes a new chapter on Black male optimism after the historic election of President Barack Obama; and offers a thought-provoking additional chapter on the role of educational leaders in promoting successful school pathways; plus, a thoroughly revised quantitative chapter on social capital. With a sense of urgency, readers will gain vital insights for understanding what is needed to create, promote, and expand equitable school environments and transformative pathways for racially minoritized urban youth. Book Features: Takes a rare look at Black, Latinx, and Vietnamese urban school success stories, instead of those depicting failure. Includes narratives and perspectives of students' daily struggles, affirmations, and successes in their quest to navigate school and beyond. Uses mixed-methods research to respond to the challenges of a new post-pandemic political reality of racial unrest and an unequal social landscape. Examines the role of educational leaders' responsibility as change agents to provide equitable and dynamic pathways for success.

Full Product Details

Author:   Gilberto Q. Conchas ,  Cynthia Feliciano
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Edition:   2nd Revised edition
ISBN:  

9780807769911

ISBN 10:   0807769916
Pages:   240
Publication Date:   31 July 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Contents Foreword to the 1st Edition  vii Foreword to the 2nd Edition  xi Preface  xv Acknowledgments  xix Introduction: Race and Transformative Pathways to High-Achieving Urban Youth  1 The OG: The Color of Success  2 The Color of Success 2.0: New Research, Emerging Research, and Praxis  3 Minimizing Inequity and Promoting Opportunity  5 Semantic Conventions  6 Case Study Research Approach and Design  7 On My Subjectivity as a Chicana/o/x Researcher  11 Organization of this Book  14 1.  A Critical Perspective of the Challenges Confronting Students of Color: Toward a Conceptual Framework of Transformative Urban School Pathways  18 Issues Associated With Educational Inequity  19 Cultural-Ecological Explanations of Low Academic Performance Among Racially Minoritized Students  21 Complicating the Cultural Ecological Framework  24 School Processes and Engagement Among Students of Color  25 The Student Voice of High-Achieving Minoritized Youth  27 Confronting Segregation and Stereotypes  28 Valuing Minoritized Students' Experiences to Promote Urban School Success  30 Conclusion  30 2.  Balkanization in Urban School Spaces: Integrated and Segregated Organizational Cultures and Structures Side-by-Side  32 Racial Segregation, Engagement, and Performance  33 Baldwin High School as the Case Study Setting  33 Why a California High School?  35 The General School Climate as Perceived by Teachers and Students  36 Non-Belonging Student Perceptions of the General School Pathway  38 The College and Career Academies  41 Mediating Distinct Peer Relations  50 Conclusion  51 3.  ""We Just Make the Best of What We Have"": Immigrant and U.S-Born Vietnamese American Youth Surfing the ""Model Minority"" Wave of Success  52 Background on Asian American Student Achievement  53 Vietnamese Origin Students at Baldwin High School  56 Gender and the Construction of Student Ability  58 Academic Identity Groups among High-Achieving Vietnamese Students  59 Understanding the ""Model Minority"" Stereotype  59 Structuring Competition Versus Collaborative Learning  61 Benefiting from the ""Model Minority"" Typology  62 Conclusion  64 4.  ""I Want to Make a Difference"": Understanding Immigrant and U.S.- Born Latina/o/x Students' Variability in Academic Aspirations, School Engagement, and Optimism  66 Background on Latina/o/x School Achievement  67 School Opportunity Structure and Racial Perceptions  68 Identity Formation Among Latina/o/x Students  70 Responses of High-Achieving Latina/o/x Students  71 Creating Optimism Despite Inequity Among Medical Academy Latina/o/xs  77 Conclusion  79 5.  ""Nothing Can Stop Me Now"": Constructing Black Student Aspirations, Expectations, and School Success  81 Background on Black Student Achievement  81 The Situation at Baldwin High School  84 The Academy Experience at Baldwin High School  88 A Closer Look at Black Males, Aspirations, and Expectations  93 A Closer Look at Black Females, Aspirations, and Expectations  96 Conclusion  98 6.  ""(Obama) Becomin' President Kinda Raise the Bar on What You're Doin' "": Perceptions of Opportunity and Constraining Aspirations Among Black Male Youth During a Time of Historic Change  101 Oppositional Culture as Institutional Phenomenon  103 Historical Significance of the Election of Barack Obama  104 Promoting Academic Achievement for Students of Color  105 The Palmview Male Cooperative  107 PMC Students on Social Mobility, Racial Inequality, and Marginalization  109 The PMC as a Source of Social Capital, Cultural Capital, and Brotherhood  114 The PMC and Academic Achievement  122 Conflicting and Constraining Student Perspectives on Aspirations  123 How Can We Explain This Perplexing Phenomenon?  126 Conclusion  129 7.  Institutional Change Agents: Student-Centered Approaches, Culture Shifts, and the Construction of Pathways for Urban School Success  131 College and Career Academies as Small Learning Communities  134 Unraveling School Success's Approach to Providing TA  136 Overview of School Success  137 School Success and Technical Assistance  137 Why and How School Success Promotes the Four Pillars of Linked Learning  141 Discussion of School Success's Current State and Future in the School Change Landscape  149 Conclusion  153 8.  ""We Are Like a Family . . . We Know Each Other Well and Get Along"": Teacher and Peer Relationships as (Pre)conditions for the Potential Realization of Social Capital  155 Preconditions for the Realization of Social Capital  157 Time Students Spend on Homework Outside of School  160 A Novel Approach for Examining Familial and School Preconditions for Social Capital  160 Findings From the Data in Five Steps  166 Conclusion  177 9.  Racial Inequity and Transformative Educational Pathways Informing Policy and Praxis: Wrapping It all Up  180 Institutional Processes, Social Support Systems, and School Success  181 Student Ideology, Institutional Mechanisms, and Social Support Systems  182 Summary of the Key Findings and Policy Recommendations  186 Implications for Further Research  190 Policy and Praxis Limitations  191 Conclusion  193 References  195 Index  213 About the Author  220"

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Author Information

Gilberto Q. Conchas is the Wayne K. and Anita Woolfolk Hoy Endowed Chair of Education at The Pennsylvania State University. His books include Race Frames in Education: Structuring Inequality and Opportunity in a Changing Society coedited with Sophia Rodriguez.

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