Bibliograph

Subtractive Schooling, U.S. - Mexican Youth and the Politics of Caring

Type

Label

Subtractive Schooling, U.S. - Mexican Youth and the Politics of Caring

Language

eng

Index

no index present

Literary Form

non fiction

Main title

Subtractive Schooling

Medium

electronic resource

Nature of contents

dictionaries

Series statement

SUNY series, The Social Context of Education

Sub title

U.S. - Mexican Youth and the Politics of Caring

Summary

Provides an enhanced sense of what's required to genuinely care for and educate the U.S.-Mexican youth in America. Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth. Angela Valenzuela is Professor in Curriculum and Instruction and Center for Mexican American Studies at the University of Texas, Austin

Target audience

adult

Classification