ABSTRACT

While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals.

chapter 1|13 pages

Introduction

chapter 2|23 pages

Theoretical Foundation

chapter 5|26 pages

The Transformative Power of Educators

chapter 7|13 pages

Conclusion