ABSTRACT
This chapter discusses the educational experiences of children of color in our country and introduces a theoretical model for understanding the school achievement of children of color. It suggests that multiple factors contribute to minority children's school achievement and focus on the roles of the family, school, and student identity. The chapter argues that taking a more holistic approach—one that includes multiple factors that contribute to minority children's learning—provide a more productive way of moving our country forward in educating all children. It considers ways in which parents and families contribute to the context of children's learning apart from the perception of the function of education in children's lives. Developing successful strategies for the education of minority children in the United States is a complex problem. The chapter also discusses three major factors that contribute to minority children's school achievement: characteristics of the school, the home, and the child.
