RT Journal Article
SR Electronic
T1 Structuring Failure and Success: Understanding the Variability in Latino School Engagement
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 475
OP 505
DO 10.17763/haer.71.3.280w814v1603473k
VO 71
IS 3
A1 Conchas, Gilberto
YR 2001
UL http://harvardeducationalreview.org/content/71/3/475.abstract
AB Why do some low-income immigrant and native-born Latino students do well in school while others do not? Why are low-income Latino students less successful in school than their White peers? What are the effects of institutional mechanisms on low-income Latino school engagement? For the past two decades, the most persuasive answers to these questions have been advanced by the cultural-ecologists, who suggest that differences in academic achievement by race result from minority groups' perceptions of the limited opportunity structure. However, variations within the Latino student population remain — some Latino students succeed and some fail. In this article, Gilberto Conchas describes the results of a study that examined how school programs construct school failure and success among low-income immigrants and U.S.-born Latino students. The results of Conchas's study show that, from students' perspectives, institutional mechanisms have an impact on Latino school engagement, and he links cultural-ecological explanations and institutional explanations. The findings from this study extend our understanding of the fluidity and nuance of within-group variations in Latino student success in an urban school context. (pp. 475–504)