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ERIC Number: EJ1128990
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-1946
"If You Show Who You Are, Then They Are Going to Try to Fix You": The Capitals and Costs of Schooling for High-Achieving Latina Students
Locke, Leslie Ann; Tabron, Lolita A.; Venzant Chambers, Terah T.
Educational Studies: Journal of the American Educational Studies Association, v53 n1 p13-36 2017
Schools are supposed to be places where students learn academic and technical skills while also expanding their social networks. Although much research exists that examines academic achievement from a variety of lenses, schools and educators continue to lack insight into the various strengths--or capital--students bring with them to school alongside the barriers--or costs--they face once there. To help bridge the gap between the extant research and what is practiced in schools, we provide insight into what educators can do to capitalize on students' strengths and minimize the barriers to achievement. This article draws from two theoretical frameworks, Community Cultural Wealth (CCW) and Racial Opportunity Cost (ROC), and two qualitative research projects that examined Latina high school students' academic achievement from a "capitals and costs" perspective. Although significant research has identified assets-based approaches to schooling, our results indicate that the interplay between the norms of the school and the norms the students embraced played a critical role in terms of creating conditions for a positive school experience. Based on our findings, we offer recommendations for educators to address the costs that students experience.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A