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College Capital and Constraint Agency: First-Generation Immigrant Emergent-Bilingual Students’ College Success


by Manka Varghese & Ronald Fuentes - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 1, 2020, p. -
https://www.tcrecord.org ID Number: 22938, Date Accessed: 8/7/2020 12:00:28 AM
 
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About the Author
  • Manka Varghese
    University of Washington
    E-mail Author
    MANKA VARGHESE is an associate professor at the University of Washington's College of Education in Language, Literacy Culture. Her teaching and research have focused on understanding and re-envisioning the teaching and learning trajectories of teachers of multilingual youth—mainly through the lens of teacher identity—and multilingual youth transitioning to post-secondary lives. Varghese, M., Daniels, J., & Park, C. (in press). Structuring disruption: Race-based caucuses in teacher education programs. To appear in Special issue: Preparing Asset, Equity, and Social Justice Oriented Teachers Within the Contemporary Political Challenges to University-based Teacher Education Programs. Teachers College Record.
  • Ronald Fuentes
    University of Memphis
    E-mail Author
    RONALD FUENTES is Associate Professor at the University of Memphis’ Department of English. His research interests include language policy in education, language and identity, and immigration. He is particularly interested in how different social, political, familial, and educational decisions position individuals in multilingual and multicultural environments. Fuentes, R. (2016). Language, identity, and citizenship in a U.S. university: Immigrant English learners’ identity (re)positioning. Current Issues in Language Planning, 17(3-4), 405-421.
 
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