Subtractive Schooling

Abstract

Subtractive schooling is a framework that emerged from a three‐year ethnographic study aimed at analyzing the influence of generational status on academic achievement and schooling orientations for Mexican immigrant and Mexican American students. Valenzuela argues that schools are structured in ways that subtract resources from youth, divesting them of their cultures, languages, and community‐based identities. Progressing toward an additive schooling model requires that educators be purposeful about establishing authentic caring relationships and about countering subtractive policies and practices.

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