The (un)Making of Multicultural Navigators
Chapter Four examines the differences in a core concept in the book, “cultural flexibility” (or the propensity to move across different cultural and social peer groups and environments), among students enrolled in either majority-minority or white-dominant schools. Findings reveal that Black students who attended majority-minority schools showed more cultural flexibility and greater self-esteem than those attending white-dominant schools. Among white students, regional location and representation in advanced placement or honors classes mattered. Utilizing a mixed-methods approach, this chapter links these patterns to how students are organized and represented within educational activities in their schools. In addition, it discusses how students make sense of their social relationships and their (un)willingness to cross social and academic lines, given their respective schools' and communities' social climates.
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