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This anthology explores the relationships between Chicana/o
students, families, and communities and the various school settings
that comprise the education pipeline, from Kindergarten classrooms
through postsecondary programs and postgraduate experiences. The
essays, which appeared in Aztlan: A Journal of Chicano Studies
between 1970 and 2015, present a historical overview that spans the
1880s to the present. It brings together the work of scholars who
have elucidated Chicana/o education, and the resulting collection
simultaneously historicizes current education research and bolsters
our understanding of Chicanas/os' multifaceted relationship to
schooling in the United States. Among the topics considered are
bilingual education and cultural relevance, teacher expectations
and student achievement, racism and sexism in postsecondary
education, the Chicano movement and the high school walkouts,
anti-ethnic studies legislation, school finance and governance, and
Joteria identity. Together, the essays reveal how educational
institutions have operated in contradictory ways for Chicana/o
students: they have depressed and marginalized as well as
emancipated and empowered them. The Chicana/o Education Pipeline
presents the story of the struggle and perseverance of Chicana/o
students, families, and communities as they have fought for a more
equitable education.
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