Color of Success 2.0

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.

• ContentsForeword to the 1st Edition  viiForeword to the 2nd Edition  xiPreface  xvAcknowledgments  xixIntroduction: Race and Transformative Pathways to High-Achieving Urban Youth  1The OG: The Color of Success  2The Color of Success 2.0: New Research, Emerging Research, and Praxis  3Minimizing Inequity and Promoting Opportunity  5Semantic Conventions  6Case Study Research Approach and Design  7On My Subjectivity as a Chicana/o/x Researcher  11Organization of this Book  141.  A Critical Perspective of the Challenges Confronting Students of Color: Toward a Conceptual Framework of Transformative Urban School Pathways  18Issues Associated With Educational Inequity  19Cultural-Ecological Explanations of Low Academic Performance Among Racially Minoritized Students  21Complicating the Cultural Ecological Framework  24School Processes and Engagement Among Students of Color  25The Student Voice of High-Achieving Minoritized Youth  27Confronting Segregation and Stereotypes  28Valuing Minoritized Students' Experiences to Promote Urban School Success  30Conclusion  302.  Balkanization in Urban School Spaces: Integrated and Segregated Organizational Cultures and Structures Side-by-Side  32Racial Segregation, Engagement, and Performance  33Baldwin High School as the Case Study Setting  33Why a California High School?  35The General School Climate as Perceived by Teachers and Students  36Non-Belonging Student Perceptions of the General School Pathway  38The College and Career Academies  41Mediating Distinct Peer Relations  50Conclusion  513.  "We Just Make the Best of What We Have": Immigrant and U.S-Born Vietnamese American Youth Surfing the "Model Minority" Wave of Success  52Background on Asian American Student Achievement  53Vietnamese Origin Students at Baldwin High School  56Gender and the Construction of Student Ability  58Academic Identity Groups among High-Achieving Vietnamese Students  59Understanding the "Model Minority" Stereotype  59Structuring Competition Versus Collaborative Learning  61Benefiting from the "Model Minority" Typology  62Conclusion  644.  "I Want to Make a Difference": Understanding Immigrant and U.S.- Born Latina/o/x Students' Variability in Academic Aspirations, School Engagement, and Optimism  66Background on Latina/o/x School Achievement  67School Opportunity Structure and Racial Perceptions  68Identity Formation Among Latina/o/x Students  70Responses of High-Achieving Latina/o/x Students  71Creating Optimism Despite Inequity Among Medical Academy Latina/o/xs  77Conclusion  795.  "Nothing Can Stop Me Now": Constructing Black Student Aspirations, Expectations, and School Success  81Background on Black Student Achievement  81The Situation at Baldwin High School  84The Academy Experience at Baldwin High School  88A Closer Look at Black Males, Aspirations, and Expectations  93A Closer Look at Black Females, Aspirations, and Expectations  96Conclusion  986.  "(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  101Oppositional Culture as Institutional Phenomenon  103Historical Significance of the Election of Barack Obama  104Promoting Academic Achievement for Students of Color  105The Palmview Male Cooperative  107PMC Students on Social Mobility, Racial Inequality, and Marginalization  109The PMC as a Source of Social Capital, Cultural Capital, and Brotherhood  114The PMC and Academic Achievement  122Conflicting and Constraining Student Perspectives on Aspirations  123How Can We Explain This Perplexing Phenomenon?  126Conclusion  1297.  Institutional Change Agents: Student-Centered Approaches, Culture Shifts, and the Construction of Pathways for Urban School Success  131College and Career Academies as Small Learning Communities  134Unraveling School Success's Approach to Providing TA  136Overview of School Success  137School Success and Technical Assistance  137Why and How School Success Promotes the Four Pillars of Linked Learning  141Discussion of School Success's Current State and Future in the School Change Landscape  149Conclusion  1538.  "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  155Preconditions for the Realization of Social Capital  157Time Students Spend on Homework Outside of School  160A Novel Approach for Examining Familial and School Preconditions for Social Capital  160Findings From the Data in Five Steps  166Conclusion  1779.  Racial Inequity and Transformative Educational Pathways Informing Policy and Praxis: Wrapping It all Up  180Institutional Processes, Social Support Systems, and School Success  181Student Ideology, Institutional Mechanisms, and Social Support Systems  182Summary of the Key Findings and Policy Recommendations  186Implications for Further Research  190Policy and Praxis Limitations  191Conclusion  193References  195Index  213About the Author  220