Subtractive schooling : U.S.-Mexican youth and the politics of caring / Angela Valenzuela.
Material type:![Text](/opac-tmpl/lib/famfamfam/BK.png)
- text
- computer
- online resource
- 0585281009
- 9780585281001
- 0791443213
- 9780791443217
- 9781438422626
- 1438422628
- Mexican Americans -- Education (Secondary) -- Texas -- Case studies
- Children of immigrants -- Education (Secondary) -- Texas -- Case studies
- Mexican American youth -- Texas -- Social conditions -- Case studies
- Américains d'origine mexicaine -- Enseignement secondaire -- Texas -- Études de cas
- Enfants d'immigrants -- Enseignement secondaire -- Texas -- Études de cas
- Jeunesse américaine d'origine mexicaine -- Texas -- Conditions sociales -- Études de cas
- EDUCATION -- Students & Student Life
- Children of immigrants -- Education (Secondary)
- Mexican American youth -- Social conditions
- Mexican Americans -- Education (Secondary)
- Texas
- Fallstudiensammlung
- Mexikanischer Jugendlicher
- Texas
- Schule
- Onderwijsverzorging
- Onderwijsbeleid
- Jongeren
- Mexicanen
- 371.829/6872073 21
- LC2683.4 .V35 1999eb
- 81.84
- D 4610
- D 9200 US 32
- 5,3
- digitized 2011 HathiTrust Digital Library committed to preserve
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OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Includes bibliographical references (pages 307-319) and index.
Chapter 1: Introduction -- Chapter 2: Seguín High School in historical perspective: Mexican Americans' struggle for equal educational opportunity in Houston -- Chapter 3: Teacher-student relations and the politics of caring -- Chapter 4: Everyday experiences in the lives of immigrant and U.S.-born youth -- Chapter 5: Subtractive schooling and divisions among youth -- Chapter 6: Unity in resistance to schooling -- Chapter 7: Conclusion.
Print version record.
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"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."--Jacket.
Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2011. MiAaHDL
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. MiAaHDL
http://purl.oclc.org/DLF/benchrepro0212
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