Provides a framework for understanding the patterns of immigrant achievement and US-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of r
Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a
Bartlett (international and transcultural studies, Columbia U.) and Garcia (urban education and Hispanic and Luso-Brazilian literatures and languages, City U. of New York) report on their study of the
