The Color of Success 2.0: Race and Transformative Pathways for High-Achieving Ur

Description: The Color of Success 2.0 by Gilberto Q. Conchas, Cynthia Feliciano 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. FORMAT Paperback CONDITION Brand New Publisher Description 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. This book 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 it contains 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. Author Biography 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. Table of Contents 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 Youre 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 Successs 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 Successs 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 Details ISBN0807769908 Author Cynthia Feliciano Pages 240 Year 2024 Edition 2nd ISBN-13 9780807769904 Format Paperback Subtitle Race and Transformative Pathways for High-Achieving Urban Youth Publisher Teachers College Press Imprint Teachers College Press Place of Publication New York Country of Publication United States Audience Professional & Vocational ISBN-10 0807769908 DEWEY 370.89 Edition Description 2nd edition Publication Date 2024-07-26 Alternative 9780807769911 US Release Date 2024-07-26 UK Release Date 2024-07-26 We've got this At The Nile, if you're looking for it, we've got it. 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