This article describes the collaborative theory-building process used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.

This article reports an interview study examining the perceptions of school-to-home literacy practices held by African American and immigrant ESL parents in two urban communities in the northeastern United States.

This article presents a demographic overview of school-age children in immigrant families and compares them with their peers in native-born families. After tracing the shift in the national origins of children of immigrants that has taken place over the past century, we consider the new challenges and opportunities presented to the education system by the socioeconomic, cultural, and religious diversity of this new and growing population of students and by their presence in a growing number of suburban and rural, as well as urban, communities.

This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively disadvantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants.

Research on integration processes still has a national focus. This article compares the school careers of children of Turkish immigrants across Germany and the Netherlands, indicating that their educational position differs significantly in the two countries. The national context works out differently not only for the group as a whole but also for men and women. The article explores these differences and provides some clues about the factors that determine them.

The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.

This article addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. Presented are the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam.

This article introduces the special issue, which focuses on the ways in which educational institutions in Europe and North America are responding to the growing number of children of immigrants entering schools and universities. It discusses the ways in which the needs of children of immigrants differ from those of native-born students, and the ways in which variations in the structure of national education systems, and in policy and practice, may shape the pathways that children of immigrants take into the labor market, higher education, and their lives as citizens. The authors review existing research on this topic and highlight some of the difficulties involved in comparative studies. They close with an overview of the articles presented in the special issue.

This article explores the ways in which educational systems shape the educational attainment of children of Mexican immigrants in the United States and of North Africans in France.

This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.

This article focuses on the educational needs of migrant youth and the services provided to these youth by the federally funded Migrant Education Program. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support needed to help low-income children of immigrants navigate successfully through high school.

This article attempts to explain the role that education policy has played in the chronically low academic performance of English learner and immigrant students. It compares the different approaches to education and outcomes for English learners in Texas and California and examines the role of federal policy in shaping state policies.

Using mixed methods data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY), this article investigates how new immigrant and native-born communities use the Catholic system and the benefits they derive from it.

This article is a case study of immigrant education battles in California, centering on the 1998 ballot initiative designed to end bilingual education. The case study illustrates the role that advocates and organizing play in establishing and protecting rights of educational access, in mediating the impacts of exclusionary campaigns and policies, and in seeking to build the models, programs, and policies that define the experiences of immigrants in schools.

In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.

The author argues that we have strong empirical evidence for the effectiveness of multicultural educational practices in achieving its goals of improved educational outcomes for students of color and improved intergroup relations. Moreover, multicultural educational practices are effective for all students, improvements in achievement and intergroup relations are linked, and these practices are most effective when implemented with thoughtful attention to issues of race and power.

This qualitative study examines whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. In addition, we examine how African American children’s beliefs about good teachers compare with what we document as good teaching.

This paper examines the utility of critical race theory as a conceptual and methodological framework to investigate the troubling schooling experiences of African American males in PreK-12 schools.

This article elucidates an intellectual trend in the historical and contemporary scholarship on Black schooling. Led primarily, but not exclusively, by African American scholars, this trend offered a counternarrative to the representation of predominantly Black schools before and after the passage of Brown v. Board of Education of Topeka, Kansas, and noted the significant role of Black schools for African American people. The paper situates this counternarrative within a chronological context, which provides the reader with a sequential understanding of how this body of research began to offer a different view of Black schools.

This article examines reasons underlying the professional entry of African American women teachers who participated in two separate qualitative studies. Study findings suggest that for some Black women teachers, teaching is more than a vocational choice, but rather a decision related to intergenerational connections, communities, and cultural work.

This article describes neotracking, a new form of tracking in North Carolina that is the outgrowth of the state’s reformed curricular standards, the High School Courses of Study Framework (COS). Neotracking combines older versions of rigid, comprehensive tracking with the newer, more flexible within-subject area curricular differentiation to form an overarching, multilevel framework for high school curricula.

This article explores the transition from high school to college using ethnographic methods. Through the lens of ethnography, it offers insights on the ways that social class shapes students developmental experiences and choices at this critical juncture in their education.

Based on a case study of high- and low-achieving Korean American students in New York City urban schools, this study shows the significance of structural factors of social class, social capital, and school context when accounting for academic achievement among Asian Americans. It illustrates the varied ways in which the Korean immigrant parents from different socioeconomic backgrounds learn to adopt educational strategies and access social capital toward educating their children.

Through an interpretative review of relevant literatures, this article examines family, neighborhood, school, and societal factors that pose formidable barriers to the academic and personal development of middle class African American youth, the closing of the black-white achievement gap, and the preservation of African American family advantage across generations.

Video-analysis of urban, African American youth sheds light on their repertoires of practice, and in particular, on communalism as a cultural disposition that may be useful in engaging students in science learning and participating.

This article examines the phenomenon of young Iranian women who are encouraged to pursue higher education but who are deterred from entering the labor market.

In this article, I use perspectives gained from 18 years of experience as an urban public school parent between 1978 and 1996 to provide insights into Brown at 50.

This paper explores the twisting and complicated history of school desegregation in Kansas City, Missouri, as an example of how illusive meaningful racial integration was and still is in urban America.

Advances in racial equity in education and other arenas of society since the 1954 Brown decision have created a growing Black middle class and significantly contributed to increased Black representation in the suburbs.

Since the landmark Brown v. Board of Education ruling, most of the literature on school desegregation has focused on the experiences of African American students and/or school districts where remedies were fashioned for African American students. However, little is known about the efforts of other ethnic and racial groups who have suffered similar constitutional violations and have participated in remedies designed to relieve racial isolation and improve equal educational opportunity.