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OverviewThe 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 DetailsAuthor: Gilberto Q. Conchas , Cynthia FelicianoPublisher: Teachers' College Press Imprint: Teachers' College Press Edition: 2nd Revised edition ISBN: 9780807769904ISBN 10: 0807769908 Pages: 240 Publication Date: 31 July 2024 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. 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"ReviewsAuthor InformationGilberto 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. Tab Content 6Author Website:Countries AvailableAll regions |