504
Views
5
CrossRef citations to date
0
Altmetric
Articles

“That fuego, that fire in their stomach”: academically successful Latinas/os and racial opportunity cost

, &
Pages 800-818 | Received 03 Dec 2013, Accepted 03 Dec 2013, Published online: 02 Sep 2015

References

  • Alemán Jr., E. (2009). LatCrit educational leadership and advocacy: Struggling over whiteness as property in Texas school finance. Equity & Excellence in Education, 42, 183–201.
  • Anzaldua, G. (1987). Borderlands/La Frontera: The new mestiza (2nd ed.). New York, NY: Aunt Lute Books.
  • Arriagada, P. (2005). Family context and Spanish-language use: A study of Latino children in the United States. Social Science Quarterly, 86, 599–619.10.1111/ssqu.2005.86.issue-3
  • Barajas, H. L., & Pierce, J. L. (2001). The significance of race and gender in school success among Latinas and Latinos in college. Gender and Society, 15, 859–878. doi:10.1177/089124301015006005
  • Barajas, H. L., & Ronnkvist, A. (2007). Racialized space: Framing Latino and Latina experience in public schools. Teachers College Record, 109, 1517–1538.
  • Besanko, D., & Braeutigam, R. (2007). Microeconomics (2nd ed.). New York, NY: Wiley.
  • Books, S. (2004). Poverty and schooling in the U.S.: Contexts and consequences. Mahwah, NJ: Lawrence Erlbaum.
  • Borman, G., & Dowling, M. (2010). Schools and inequality. A multilevel analysis of Coleman’s Equality of Educational Opportunity data. Teachers College Record, 112, 1201–1246.
  • Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (2nd ed.). Thousand Oaks, CA: Sage.
  • Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.
  • Byrne-Jiménez, M., Hernandez, F., & Mendez-Morse, S. (2007). A methodological look at the National Research Study on Latino/a Principals: Survey development and design. Presented at the University Council for Educational Administration. Washington, DC.
  • Carter, D. J. (2008). Achievement as resistance: The development of a critical race achievement ideology among black achievers. Harvard Educational Review, 78, 466–497.
  • Carter, P. (2005). Keepin’ it real: School success beyond black and white. New York, NY: Oxford University Press.
  • Carter, P. L. (2006). Straddling boundaries: Identity, culture, and school. Sociology of Education, 79, 304–328. doi:10.1177/003804070607900402
  • Carter Andrews, D. J. (2009). The construction of black high-achiever identities in a predominantly white high school. Anthropology & Education Quarterly, 40, 297–317. doi:10.1111/j.1548-1492.2009.01046.x
  • Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity [The Coleman Report]. Washington, DC: US Government Printing Office.
  • Conchas, G. Q., Oseguera, L., Vigil, J. D. (2012). Acculturation and school success: Understanding the variability of Mexican American youth adaptation across urban and suburban contexts [Advance online copy]. The Urban Review, 44, 401–422. doi:10.1007/s11256-012-0197-2
  • Contreras, F. E. (2010). The role of high-stakes testing and accountability in educating Latinos. In E. G. Murillo Jr., S. A. Villenas, R. T. Galvan, J. S. Munoz, C. Martinez, & M. Machado-Casas (Eds.), Handbook of Latinos and Education: Theory, Research, and Practice (pp. 194–209). New York, NY: Routledge.
  • Cordeiro, P., & Carspecken, P. F. (1993). How a minority of the minority succeed: A case study of twenty highly successful Hispanic high school students. International Journal of Qualitative Studies in Education, 6, 277–290. doi:10.1080/0951839930060401
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. New York, NY: Bergin and Garvey.
  • DeCuir, J. T., & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33, 26–31.10.3102/0013189X033005026
  • Delgado, R., & Stefancic, J. (2000). Critical race theory: The cutting edge. (2nd ed.). Philadelphia, PA: Temple University Press.
  • Delpit, L. D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58, 280–298.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage.
  • de los Santos, A. G., Jr., & Vega, I. I. (2008). Hispanic presidents and chancellors of institutions of higher education in the United States in 2001 and 2006. Journal of Hispanic Higher Education, 7, 156–182.
  • Espinoza, R. (2010). The good daughter dilemma: Latinas managing family and school demands. Journal of Hispanic Higher Education, 9, 317–330. doi:10.1177/1538192710380919
  • Feagin, J. R. (2009). Racist America: Roots, current realities, and future reparations. New York, NY: Taylor & Francis.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.10.3102/00346543059002117
  • Flores-Gonzalez, N. (2002). School kids/street kids: Identity development in Latino students. New York, NY: Teachers College Press.
  • Fordham, S. (1988). Racelessness as a factor in Black students’ school success: Pragmatic strategy or pyrrhic victory? Harvard Educational Review, 58, 54–84.
  • Fordham, S. (2008). Beyond Capital High: On dual citizenship and the strange career of “Acting White”. Anthrpology & Education Quarterly, 39, 227–246.
  • Fuligni, A., & Pedersen, S. (2002). Family obligation and the transition to young adulthood. Developmental Psychology, 38, 856–868.10.1037/0012-1649.38.5.856
  • Gándara, P. (1995). Over the ivy walls: The educational mobility of low income Chicanos. Albany: State University of New York Press.
  • Gándara, P. (2010). The Latino education crisis. Educational Leadership, 67, 24–30.
  • Gibson, M. A. (1988). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University Press.
  • Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53, 257–293.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
  • Glick, J. E., & White, M. J. (2003). Academic trajectories of immigrant youths: Analysis within and across cohorts. Demography, 40, 759–783.
  • Goldberg, C., & Sullivan, J. (1994). Making change happen in a language-minority school: A search for coherence (EPR No. 13). Washington, DC: Center for Applied Linguistics.
  • Griffin, K. A. (2006). Striving for success: A qualitative exploration of competing theories of high-achieving black college students’ academic motivation. Journal of College Student Development, 47, 384–400.10.1353/csd.2006.0045
  • Guardia, J. R., & Evans, N. J. (2008). Factors influencing the ethnic identity development of Latino fraternity members at a Hispanic serving institution. Journal of College Student Development, 49, 163–181.
  • Hernandez, F., Byrne-Jiménez, M., & Mendez-Morse, S. (2007). The state of Latino school leadership: A statistical survey. Presented at the University Council for Educational Administration, Alexandria, VA.
  • Hurtado, A., Cervantez, K., & Eccleston, M. (2010). Infinite possibilities, many obstacles. In E. G. Murillo Jr., S. A. Villenas, R. T. Galvan, J. S. Munoz, C. Martinez, & M. Machado-Casas (Eds.), Handbook of Latinos and Education: Theory, Research, and Practice (pp. 284–308). New York, NY: Routledge.
  • Jiménez, T. (2010). Replenished ethnicity: Mexican Americans, immigration, and identity. Berkeley: University of California Press.
  • Lewis, O. (1975). Five families: Mexican case studies in the culture of poverty. New York, NY: Basic Books.
  • López, G. R. (2001). The value of hard work: Lessons on parental involvement from an (im)migrant household. Harvard Educational Review, 71, 416–437.
  • Lundy, G. F. (2003). The myths of oppositional culture. Journal of Black Studies, 33, 450–467. doi:10.1177/0021934702250024
  • Martinez, C. R., DeGarmo, D. S., & Eddy, J. M. (2004). Promoting academic success among Latino youths. Hispanic Journal of Behavioral Sciences, 26, 128–151.10.1177/0739986304264573
  • Marx, S., & Larson, L. L. (2012). Taking off the color-blind glasses: Recognizing and supporting Latina/o students in a predominantly white school. Educational Administration Quarterly, 48, 259–303. doi:10.1177/0013161x11421923
  • McCann, R. A., & Austin, S. (1988). At-risk youth: Definitions, dimensions, and relationships. ( ERIC Document Reproduction Sevices No. 307 359). Philadelphia, PA: Research for Better Schools.
  • Mickelson, R. A. (2005). How tracking undermines race equity in desegregated schools. In J. Petrovich & A. S. Wells (Eds.), Bringing equity back: Research for a new era in American educational policy (pp. 49–76). New York, NY: Teachers College Press.
  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132–141.10.1080/00405849209543534
  • Noddings, N. (1992). The challenge to care in schools. New York, NY: Teachers College Press.
  • Ong, A. D., Phinney, J. S., & Davis, J. (2009). Competence under challenge: Exploring the protective influence of parental support and ethnic identity in Latino college students. Journal of Adolescence, 29, 961–979. doi:10.1016/j.adolescence.2006.04.010
  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367.10.3102/00346543070003323
  • Payne, R. K. (2005). A framework for understanding poverty. Highlands, TX: aha!
  • Pizarro, M. (2005). Chicanas and Chicanos in school. Austin, TX: University of Texas Press.
  • Portales, R. & Portales, M. (2005). Quality education for Latinos and Latinas: Print and oral skills for all students, K-college. Austin, TX: University of Texas Press.
  • Rodriguez, R., (1982). Hunger of memory: The education of Richard Rodriguez. New York, NY: Bantam Dell.
  • Romo, H. D., & Falbo, T. (1996). Latino high school graduation: Defying the odds. Austin: University of Texas Press.
  • Roosa, M. W., O’Donnell, M., Cham, H., Gonzales, N. A., Zeiders, K. H., Tein, J., Umaña-Taylor, A. (2012). A prospective study of Mexican American adolescents’ academic success: Considering family and individual factors. Journal of Youth and Adolescence, 41, 307–319. doi:10/1007/s10964-011-9707-x
  • Rubinstein-Avila, E. (2006). Connecting with Latino learners. Educational Leadership, 63, 38–43.
  • Schmidt, C. (2001). Educational achievement, language-minority students, and the new second generation. Sociology of Education, extra issue, 74, 71–87.
  • Singleton, G. E., & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press.
  • Smalls, C., White, R., Chavous, T., & Sellers, R. (2007). Racial ideological beliefs and racial discrimination experiences as predictors of academic engagement among African American adolescents. Journal of Black Psychology, 33, 299–330. doi:10.1177/0095798407302541
  • Solorzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 23–44.10.1177/107780040200800103
  • Solorzano, 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, 272–294. doi:10.1177/1538192705276550
  • Sy, S. R. (2006). Family and work influences on the transition to college among Latina adolescents. Hispanic Journal of Behavioral Sciences, 28, 368–386.
  • Sy, S. R., & Romero, J. (2008). Family responsibilities among Latina college students from immigrant families. Journal of Hispanic Higher Education, 7, 212–227.
  • Tinajero, J. V., Munter, J. H., & Araujo, B. (2010). Best practices for teaching Latino English language learners in U.S. schools. In E. G. Murillo Jr., S. A. Villenas, R. T. Galvan, J. S. Munoz, C. Martinez, & M. Machado-Casas (Eds.), Handbook of Latinos and Education: Theory, Research, and Practice. (pp. 488–502). New York, NY: Routledge.
  • Tyson, K., Darity, W., & Castellino, D. R. (2005). It’s not “a black thing”: Understanding the burden of acting white and other dilemmas of high achievement. American Sociological Review, 70, 582–605. doi:10.1177/000312240507000403
  • Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York, NY: Teachers College Press.
  • Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
  • Venzant Chambers, T. T. (2011). Mergers and Weavers: Using racial opportunity cost to frame high-achieving African American and Latina/o students’ school culture navigation styles. Journal of Educational Administration and Foundations, 22, 3–26.
  • Venzant Chambers, T. T., & Huggins, K. S. (2014). School factors and racial opportunity cost for high achieving students of color. Journal of School Leadership, 24, 189–225.
  • Venzant Chambers, T. T., Huggins, K. S., Locke, L. A., Fowler, R. M. (2014). Between a “ROC” and a school place: The role of racial opportunity cost in the educational experiences of academically successful students of color. Educational Studies, 50, 464–497. doi:10.1080/00131946.2014.943891
  • Violand-Sanchez, E., & Hainer-Violand, J. (2006). The power of positive identity. Educational Leadership, 64, 38–40.
  • Yosso, T. R. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69–91. doi:10.1080/1361332052000341006

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.