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The Promise and Limitations of a College-Going Culture: Toward Cultures of Engaged Learning for Low-SES Latina/o Youth


by Steven Z. Athanases, Betty Achinstein, Marnie Willis Curry & Rodney T. Ogawa — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 7, 2016, p. 1-60
http://www.tcrecord.org ID Number: 20880, Date Accessed: 12/17/2017 10:59:00 AM
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About the Author
  • Steven Athanases
    University of California, Davis
    E-mail Author
    STEVEN Z. ATHANASES is Professor in the School of Education at the University of California, Davis. He studies diversity and equity in the teaching and learning of English and in teacher education. Recent publications include “Scaffolding versus Structured Assistance for Latina/o Youth in an Urban School: Tensions in Building Toward Disciplinary Literacy” (with L. C. de Oliveira), Journal of Literacy Research; and “Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color” (with L. C. Banes & J. W. Wong), Bilingual Research Journal. He has received awards for distinguished research from Association of Teacher Educators (with Achinstein) and the National Council of Teachers of English, and awards for Outstanding Reviewer from the American Educational Research Association.
  • Betty Achinstein
    University of California, Santa Cruz
    E-mail Author
    BETTY ACHINSTEIN is a researcher at The Center for Educational Research in the Interest of Underserved Students at the University of California, Santa Cruz. Her areas of specialization include: urban schooling to support culturally and linguistically diverse learners; development and retention of teachers of color; and new teacher socialization, mentoring, and induction. She has received an award for distinguished research from the Association of Teacher Educators (with Athanases). Recent publications include: “(Re)labeling Social Status: Promises and Tensions of Developing a College Going Culture for Latina/o Youth in an Urban High School” (with Curry & Ogawa), American Journal of Education; and Change(d) Agents: New Teachers of Color in Urban Schools (with Ogawa), Teachers College Press.
  • Marnie Curry
    University of California, Santa Cruz
    E-mail Author
    MARNIE W. CURRY is a researcher at The Center for Educational Research in the Interest of Underserved Students at the University of California, Santa Cruz. Her areas of specialization include: urban schooling, teaching, and learning to support culturally and linguistically diverse learners; and teacher professional communities. Recent publications include “Organizing High Schools for Latina/o Youth Success: Boundary Crossing to Access and Build Community Wealth (with Achinstein, Ogawa, & Athanases), Urban Education; and “Being the Change: An Inner City School Builds Peace,” Phi Delta Kappan.
  • Rodney Ogawa
    University of California, Santa Cruz
    E-mail Author
    RODNEY T. OGAWA is Professor of Education and Director of the Center for Educational Research in the Interest of Underserved Students at the University of California, Santa Cruz. His research examines relationships between societal norms, structures of educational organizations, and contexts for learning these organizations afford. He is past-Vice President of Division A of the American Educational Research Association and recipient of the Campbell Award for Lifetime Achievement from the University Council for Educational Administration. Recent work includes “Change(d) Agents: School Context and the Cultural/Professional Roles of Teachers of Mexican Descent,” (with Achinstein), Teachers College Record, and “Retaining Teachers of Color: A Pressing Problem and A Potential Strategy for Hard to Staff Schools,” (with Achinstein, Sexton, & Freitas), Review of Educational Research.
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