ABSTRACT
How do identity processes relate to schooling? This is an ageold question in the education literature. Accordingly, it has been the subject of numerous studies over several decades. A foremost concern in this body of research has been the ways that cultural, racial, and linguistic identities shape students’ engagement and achievement. This research has been linked to efforts to understand, document, and ameliorate what has been viewed as educational underperformance of minority students in U.S. schools. Whereas much of the early research in this area focused on the psychological processes and academic achievements of individual or groups of students, more recent research attends to the nature of the sociopolitical school and community contexts that youths navigate.
