This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.

This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.