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The Color of Success: Race and High-Achieving Urban Youth


reviewed by Brad Porfilio — November 02, 2006

coverTitle: The Color of Success: Race and High-Achieving Urban Youth
Author(s): Gilberto Q. Conchas & Pedro A. Noguera
Publisher: Teachers College Press, New York
ISBN: 0807746606 , Pages: 147, Year: 2006
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Over the past three decades, scholars across the globe have produced a “voluminous” set of literature in relation to detecting what social, economic, and psychological factors merge with unjust practices at the nexus of urban classrooms to perpetuate the social and academic marginalization of low-income “minoritized”1 (Solomon et al, 2005, p. 166) students in North America (p. 8). Although this body of knowledge has made schoolteachers, teacher-educators, educational policymakers, and school administrators more aware of the constitutive forces and lived practices that position many youth to fail in urban education circles, it has, arguably, failed to take inventory of what school structures and policies have positioned many minoritized students to succeed in urban schools. This is why Gilberto Conchas, a son of a Mexican immigrant farm worker and a Chicano social scientist, sets out to examine the experiences of black, Latino/a and Vietnamese high school students—individuals who overcame systemic barriers... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: November 02, 2006
http://www.tcrecord.org ID Number: 12823, Date Accessed: 12/18/2017 5:07:40 PM

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About the Author
  • Brad Porfilio
    Richard Stockton College
    E-mail Author
    BRAD J. PORFILIO is an Assistant Professor of Education at The Richard Stockton College of NJ. His research interests include urban education, gender and technology, and globalization. Recent publications include “The Possibilities of Transformation: Critical Research and Peter McLaren,” in The International Journal of Progressive Education 2(3) and “Student as Consumers:” A Critical Narrative of the Commercialization of Teacher Education,” in The Journal for Critical Educational Policy Studies 4(1).
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