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date: 06 March 2021

Abstract and Keywords

How can racial-ethnic minority, immigrant, Indigenous, and low-income youth navigate pathways through school without losing their cultural identities? In this chapter, we draw on writings of Erikson and Tajfel on the development of personal and social group identities across contexts to consider roots and remedies for the academic pipeline problem, a global issue of identities and schooling in multicultural societies. We extend these analyses with early interdisciplinary models and recent advances in understanding how social capital, alienation, and challenge shape students’ capacities to integrate academic and racial-ethnic identities on their pathways through school. We focus on variation within racial-ethnic groups in the meanings and impact of intragroup discrimination for identities and schooling, highlighting experiences of African American and Indigenous Mexican immigrant youth. Finally, we consider how aligning multilevel theories and tools can support integrating students’ academic and racial-ethnic identities; opening academic pipelines; and advancing cycles of research, practice, and policies.

Keywords: Schooling, race-ethnicity, Indigenous, immigration, social class, gender, policy, Erikson, social capital, alienation/belonging

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