In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white,…

In one Chicago high school, nationalist ideology and education based on principles of Puerto Rican self-determination are powerful methods for creating student success. Ironically, the ideology focused on critical appraisal of U.S. policies encourages youth to pursue mainstream achievements. (SK)