ABSTRACT
This chapter reviews the literature on two dichotomous areas of success: factors that hinder student mobility and factors that help lead to student achievement. It examines the nature and role of academic and vocational tracking as an obstacle to student mobility. The chapter discusses the tenets of cultural capital and research on family and community involvement as a way to ensure greater academic success for inner-city youth. Enrollment in a college-preparatory track increases the likelihood that the student will complete high school and is more likely to attend college. Pierre Bourdieu’s theoretical contributions have been important in studying how class status plays a role in educational achievement. One response that addresses college preparation for urban youth is to meet the financial needs of students. The chapter addresses the issue of academic achievement and success in schools from a perspective that focuses on the social and situational determinants of failure and achievement for low-income, urban, and minority youth.
