Book Description
Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically-oriented networks among acculturated, U.S.-born youth.
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About the author
Dr. Valenzuela is currently an associate professor in Curriculum and Instruction and Mexican American Studies at the University of Texas at Austin. She received her doctorate in Sociology from Stanford University in 1990. Her current research interests include: Sociology of Education, Urban Education, Race and Ethnicity in the Schools, Multicultural Education, and Public Policy.
