Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring
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...
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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.
TablesAcknowledgmentsForewordCh. 1Introduction3Ch. 2Seguin High School in Historical Perspective: Mexican Americans' Struggle for Equal Educational Opportunity in Houston33Ch. 3Teacher-Student Relations and the Politics of Caring61Ch. 4Everyday Experiences in the Lives of Immigrant and U.S.-Born Youth115Ch. 5Subtractive Schooling and Divisions among Youth161Ch. 6Unity in Resistance to Schooling227Ch. 7Conclusion255Epilogue: Some Final Thoughts269App.: Research Methodology273Notes291References307Index321
