In this chapter, the author offers a historical overview of constructions of risk in the context of schooling for nondominant groups and how communities have organized schooling in ways that support resiliency in the face of these risks. She discusses an expansive orientation to understanding how people learn to respond to risks that is rooted in a cultural and ecological perspective, with examples of programs of research in and about schools that address the inequities in educational outcomes and opportunities. She concludes the chapter with a discussion of the implications of such an expanded framework for research on educational risks and schooling as well as educational policy. (Contains 3 notes and 1 figure.)