Figuring "Success" in a Bilingual High School
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperon High School in New York City figured "success" by prioritizing the students' linguistic and cultural resources. "Success" was constructed specifically thro...
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| Veröffentlicht in: | The Urban review 2007-06, Vol.39 (2), p.167-189 |
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| container_title | The Urban review |
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| creator | Michael, Ali Andrade, Norma Bartlett, Lesley |
| description | Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperon High School in New York City figured "success" by prioritizing the students' linguistic and cultural resources. "Success" was constructed specifically through granting Spanish high status, developing positive teacher-student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. |
| doi_str_mv | 10.1007/s11256-007-0045-y |
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| ispartof | The Urban review, 2007-06, Vol.39 (2), p.167-189 |
| issn | 0042-0972 1573-1960 |
| language | eng |
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| source | Sociological Abstracts; SpringerNature Complete Journals; EBSCOhost Education Source |
| subjects | Bilingual Schools Bilingualism Ethnography High Schools Immigrants New York Qualitative Research Spanish Spanish Speaking Students Success Teacher Student Relationship |
| title | Figuring "Success" in a Bilingual High School |
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