Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring
(eBook)

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Published
State University of New York Press, 2010.
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Available Online

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Format
eBook
Language
English
ISBN
9781438422626

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APA Citation, 7th Edition (style guide)

Angela Valenzuela., & Angela Valenzuela|AUTHOR. (2010). Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring . State University of New York Press.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Angela Valenzuela and Angela Valenzuela|AUTHOR. 2010. Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring. State University of New York Press.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Angela Valenzuela and Angela Valenzuela|AUTHOR. Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring State University of New York Press, 2010.

MLA Citation, 9th Edition (style guide)

Angela Valenzuela, and Angela Valenzuela|AUTHOR. Subtractive Schooling: U.S. - Mexican Youth and the Politics of Caring State University of New York Press, 2010.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID291d272d-d186-1504-8b52-f0fd2e55fe5f-eng
Full titlesubtractive schooling u s mexican youth and the politics of caring
Authorvalenzuela angela
Grouping Categorybook
Last Update2023-08-22 18:03:49PM
Last Indexed2024-04-17 02:34:31AM

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First LoadedApr 5, 2023
Last UsedApr 2, 2024

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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.



Angela Valenzuela is Professor in Curriculum and Instruction and Center for Mexican American Studies at the University of Texas, Austin.
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