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Subtractive schooling : U.S.-Mexican youth and the politics of caring

Author: Angela Valenzuela
Publisher: Albany : State University of New York Press, ©1999.
Series: SUNY series, social context of education.
Edition/Format:   Print book : State or province government publication : EnglishView all editions and formats
Summary:
"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  Read more...
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Genre/Form: Case studies
Estudio con casos
Additional Physical Format: Online version:
Valenzuela, Angela.
Subtractive schooling.
Albany : State University of New York Press, ©1999
(OCoLC)656302073
Material Type: Government publication, State or province government publication
Document Type: Book
All Authors / Contributors: Angela Valenzuela
ISBN: 0791443213 9780791443217 0791443221 9780791443224
OCLC Number: 40338437
Description: xviii, 328 pages ; 24 cm.
Contents: 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.
Series Title: SUNY series, social context of education.
Responsibility: Angela Valenzuela.

Abstract:

"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.

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