School Success Has No Color
This chapter highlights the multiple connections between culture and identity among a specific group of low-income African American and Latino students and their particular responses to a structural phenomenon. It presents evidence on the importance of culture on the academic achievement of minority students and provides another articulation of the meanings of “acting white”. It argues that a trinity of social forces, that include race, class, and gender, dictates much about how “acting black”, “acting Spanish”, and of “acting white” emerge as cultural phenomena and become integrated into the identities of minority students.
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