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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Introduction | |
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| Purpose of this Book | |
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| Structure, Culture, and Agency | |
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| Semantic Conventions | |
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| Research Design | |
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| Organization of the Book | |
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| The Racial Dichotomy and Challenges Confronting Students in American Schools: Toward a Conceptual Framework of Urban School Success | |
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| Issues Associated with Educational Inequality | |
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| Cultural-Ecological Explanations of Minority School Failure | |
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| Complicating the Cultural-Ecological Framework | |
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| School Processes and Minority Achievement | |
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| Voices of High-Achieving Minority Youth | |
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| Confronting Segregation and Stereotypes | |
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| Finding Goodness in Urban Schooling | |
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| Conclusion | |
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| Balkanization in School Organization: Integrated and Segregated School Societies Side-by-Side | |
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| Racial Segregation and Performance | |
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| Baldwin High School as the Case Study Setting | |
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| Why a California High School? | |
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| The General School Climate as Perceived by Teachers and Students | |
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| Low-Achieving Student Perceptions About the General School Pathway | |
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| Violence and the Daily Practice of Going to School | |
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| Small Learning Communities: Career Academies | |
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| Conclusion | |
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| "Ain't No Thing But a Chicken Wing": Constructing Black Student Success | |
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| Background on Black Student Achievement | |
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| The Situation at Baldwin High School | |
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| The Academy Experience at Baldwin High School | |
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| A Closer Look at African American Males | |
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| A Closer Look at African American Females | |
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| Conclusion | |
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| "I Want to Make a Difference": Forging Optimism Among Latino Students | |
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| Background on Latino School Achievement | |
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| School Opportunity Structure and Racial Perceptions | |
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| Identity Formation Among Latino Students | |
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| Responses of High-Achieving Latino Students | |
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| Creating Optimism Despite Inequality Among Medical Academy Latinos | |
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| Conclusion | |
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| "We Just Make the Best of What We Have": Understanding Vietnamese Student Motivation and Success | |
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| Background on Asian American Student Achievement | |
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| Vietnamese-Origin Students at Baldwin High School | |
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| Gender and the Construction of Student Ability | |
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| Academic Identity Groups Among High-Achieving Vietnamese Students | |
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| Understanding the Model Minority Stereotype | |
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| Structuring Competition versus Collaborative Learning | |
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| Benefiting from the Model Minority Typology | |
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| Conclusion | |
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| Social Capital Among Urban Youth: How Interactions with Peers and Teachers Promote Achievement | |
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| Differences in Students' Studying Behavior | |
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| Familial Sources of Social Capital | |
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| Nonfamilial Sources of Social Capital | |
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| Multivariate Results: The Influence of Familial and Nonfamilial Social Capital on Study Habits | |
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| Nonfamilial Processes of Social Capital Within Baldwin High School | |
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| Conclusion | |
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| Conclusion: Implications for Policy and Practice | |
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| Institutional Processes, Social Support Systems, and School Success | |
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| Student Ideology, Institutional Mechanisms, and Social Support Systems | |
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| Summary of Key Findings and Policy Recommendations | |
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| Implications for Further Research | |
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| Policy and Practice Limitations | |
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| Conclusion | |
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| On the Subjectivity of the Researcher | |
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| References | |
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| Index | |
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| About the Author | |