“You see the whole tree, not just the stump:” Religious fundamentalism, capital and public schooling

References

• Almond, G. A., Sivan, E., & Appleby, R. S. (1995a). Fundamentalism: Genus and species. In M. E. Marty, & R.S. Appleby (Eds.), Fundamentalisms comprehended (pp. 399–424). Chicago, IL: University of Chicago Press.
   Google Scholar
• Almond, G. A., Sivan, E., & Appleby, R. S. (1995b). Explaining fundamentalisms. In M. E. Marty, & R. S. Appleby (Eds.), Fundamentalisms comprehended (pp. 425–444). Chicago, IL: University of Chicago Press.
   Google Scholar
• Antrop-González, R., Vélez, W., & Garrett, T. (2005). ¿Dónde están los estudiantes puertorriqueños exitosos? [Where are the academically successful Puerto Rican students?]: Success factors of high-achieving Puerto Rican high school students. Journal of Latinos and Education, 4(2), 77–94.
   Google Scholar
• Apple, M. (2006). Educating the “right” way: Markets, standards, God, and inequality (2nd ed.). New York, NY: Routledge.
   Google Scholar
• The Associated Press. (2013, March 17). Fast growth of Latino population blurs traditional US racial lines. New York Daily News. Retrieved from http://www.nydailynews.com/news/national/fast-growth-latino-population-blurs-traditional-u-s-racial-lines-article-1.1291138
   Google Scholar
• Auerbach, S. (2002). “Why do they give the good classes to some and not others?” Latino parent narratives of struggle in a college access program. Teachers College Record, 104(7), 1369–1392.
   Web of Science ®Google Scholar
• Berliner, D. C. (1997). Educational psychology meets the Christian right: Differing views of children, schooling, teaching, and learning. Teachers College Record, 98(3), 381–416.
   Web of Science ®Google Scholar
• Boudreau, S. (2009). Diversity education and the marginalization of religion. In S. R. Steinberg (Ed.), Diversity and multiculturalism: A reader. New York, NY: Peter Lang.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood.
   Google Scholar
• Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. Beverly Hills, CA: Sage.
   Google Scholar
• Bourdieu, P., & Passeron, J. C. (1979). The inheritors: French students and their relation to culture. Chicago, IL: University of Chicago Press.
   Google Scholar
• Brighouse, H., & McAvoy, P. (2009). Liberal education, privilege, and higher education. In Y. Raley, & G. Preyer (Eds.), Philosophy of education in the era of globalization (pp. 165–180). New York, NY: Routledge.
   Google Scholar
• Cabrera, A. F., Amaury, N., Terenzini, P., Pascarella, E., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between white students and African-American students. The Journal of Higher Education, 70(2), 134–160.
   Web of Science ®Google Scholar
• Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, Supplement. S95–S120.
   Google Scholar
• Conchas, G.Q. 2001. Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71(3), 475–504.
   Web of Science ®Google Scholar
• Deil-Amen, R., & López Turley, R. (2007). A review of the transition to college literature in sociology. Teachers College Record, 109(10), 2324–2366.
   Web of Science ®Google Scholar
• Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York, NY: New Press.
   Google Scholar
• Dias, E. (2013, April 15). The Evangélicos. Time, 181, 20–28.
   PubMedGoogle Scholar
• Flores-González, N. (2002). School kids/street kids: Identity development in Latino students. New York, NY: Teachers College Press.
   Google Scholar
• Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 695–727). Thousand Oaks, CA: Sage.
   Google Scholar
• Gándara, P. (1995). Over the Ivy walls: The educational mobility of low-income Chicanos. Albany: State University of New York Press.
   Google Scholar
• Gándara, P., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
   Google Scholar
• Geis, S. (2006, April 30). Latino Catholics increasingly drawn to Pentecostalism: Shift among immigrants could affect politics. The Washington Post, p. A03.
   Google Scholar
• Gibson, M. (1998). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University.
   Google Scholar
• Gibson, M., Gándara, P., & Koymama, J. P. (2004). The role of peers in the schooling of U.S. Mexican youth. In M. Gibson, P. Gándara, & J. P. Koyama (Eds.), School connections: U.S. Mexican youth, peers, and school achievement (pp. 1–17). New York, NY: Teachers College Press.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine.
   Google Scholar
• Glense, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman.
   Google Scholar
• Heath, S.B. 1983. Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Ladson-Billings, G. (1998). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24(1999), 211–247.
   Google Scholar
• Ladson-Billings, G., & Donnor, J. (2005). The moral activist role of critical race theory scholarship. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 279–301). Thousand Oaks, CA: Sage.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
   Google Scholar
• Lareau, A. 2003. Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
   Google Scholar
• Lareau, A., & Weininger, B. E. (2008). Class and the transition to adulthood. In A. Lareau, & D. Conley (Eds.), Social class: How does it work? (pp. 118–151). New York, NY: Russell Sage Foundation.
   Google Scholar
• McAvoy, P. (2008). Should arranged marriages for teenage girls be allowed? How public schools should respond to illiberal cultural practices. Theory and Research in Education, 6(1), 5–20.
   Google Scholar
• Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial microaggressions reconsidered. American Educational Research Journal, 50(3), 432–465.
   Web of Science ®Google Scholar
• Minikel-Lacocque, J. (2015). Getting College Ready: Latin@ Student Experiences of Race, Access, and Belonging at Predominantly White Universities. New York, NY: Peter Lang Publishers.
   Google Scholar
• Nora, A. (1987). Determinants of retention among Chicano college students: A structural model. Research in Higher Education, 26(1), 31–59.
   Web of Science ®Google Scholar
• Nora, A., & Rendon, L. (1990). Determinants of predisposition to transfer among community college students: A structural model. Research in Higher Education, 31(3), 235–255.
   Web of Science ®Google Scholar
• Oliver, M., & Shapiro, T. (1995). Black wealth/White wealth: A new perspective on racial inequality. New York, NY: Routledge.
   Google Scholar
• Peshkin, A. (1987). The truth and consequences of fundamentalist Christian schooling. Free Inquiry, Fall, 5–10.
   Google Scholar
• Saunders, M., & Serna, I. (2004). Making college happen: The college experiences of first-generation Latino students. Journal of Hispanic Higher Education, 3(2), 146–163.
   Google Scholar
• Schwandt, T. A. (1997). Qualitative Inquiry: A dictionary of terms. Thousand Oaks, CA: Sage.
   Google Scholar
• Schweber, S., & Irwin, R. (2003). “Especially special”: Learning about Jews in a fundamentalist Christian school. Teachers College Record, 105(9), 1693–1719.
   Web of Science ®Google Scholar
• Sensoy, Ö. (2009). Kill Santa: Religious diversity and the winter holiday problem. In S. R. Steinberg, (Ed.), Diversity and multiculturalism: A reader. New York, NY: Peter Lang.
   Google Scholar
• Sivan, E. (1995). The enclave culture. In M. E. Marty, & R. S. Appleby (Eds.), Fundamentalisms comprehended (pp. 11–68). Chicago, IL: The University of Chicago Press.
   Google Scholar
• Solórzano, D. G., Villalpando, O., & Oseguera, L. (2005). Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress. Journal of Hispanic Higher Education, 4(3), 272–294.
   Google Scholar
• Solórzano, D. G., & Yosso, T. (2000). Toward a critical race theory of Chicana and Chicano education. In C. Tejada, C. Carillo, & Z. Leonardo (Eds.), Charting terrains of Chicana(o)/Latina(o) education (pp. 35–65). Cresskill, NJ: Hampton Press.
   Google Scholar
• Stake, R.E. (2005). Qualitative case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 443–466). Thousand Oaks, CA: Sage.
   Google Scholar
• Stanton-Salazar, R. (2001). Manufacturing hope and despair: The school and kin networks of U.S.-Mexican youth. New York, NY: Teachers College Press.
   Google Scholar
• Stonebanks, C. D., & Stonebanks, M. (2009). Religion and diversity in our classrooms. In S. R. Steinberg (Ed.), Diversity and multiculturalism: A reader. New York, NY: Peter Lang.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory, procedures and techniques. Newbury Park, CA: Sage.
   Google Scholar
• Tierney, W. G. (1992). An anthropological analysis of student participation in college. Journal of Higher Education, 63(6), 603–618.
   Web of Science ®Google Scholar
• Tierney, W. G. (1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. Journal of Negro Education, 68(1), 80–91.
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
   Google Scholar
• U.S. Census Bureau (2012). The 2012 statistical abstract: The national databook. Retrieved from http://www.census.gov/compendia/statab/cats/education/educational_attainment.html
   Google Scholar
• U.S. Department of Education. (2006). The Condition of Education, 2005 (NCES 2005–094). Washington, D.C.: U.S. Government Printing Office.
   Google Scholar
• U.S. Department of Education. (2007). The Nation's Report Card, 2007. Retrieved from http://NCES.ed.gov/nationsreportcard/nies/nies_2007/n0029.asp.
   Google Scholar
• Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York, NY: Teachers College Press.
   Google Scholar
• Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.
   Google Scholar
• Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
   Google Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
   Google Scholar
• Yosso, T. J. (2006). Critical race counterstories along the Chicana/ Chicano educational pipeline. New York, NY: Routledge.
   Google Scholar
• Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latino/a undergraduates. Harvard Educational Review, 79(4), 659–690.
   Google Scholar