This article uses a critical sociohistorical lens to discuss and explain examples of the ways in which young people reflect, refract, and contribute to discourses of gentrification, displacement, and racial, ethnic, and geographic community identity building in a rapidly changing urban neighborhood. The article explores examples from open-ended…

To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a "mujerista" lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in…

Puerto Ricans are among the poorest and least well educated of Hispanic Americans and continue to drop out of school at a high rate. Recommends peer counseling programs, because there are few Puerto Rican teachers or other professionals to serve as role models. (DM)

The academic achievement and attrition rates of mainland Puerto Rican college students and island-born Puerto Rican students are compared. (RLV)

Most white parents in 1966 liked the idea of the neighborhood school, most saw its main advantages in terms of convenience or possibly child-rearing amenity, and most visualized the school neighborhood as being a half-dozen blocks away from their homes. (Author)

Describes the origins in New York City of the compensatory higher education program SEEK and the circumstances surrounding its adoption at the State Univerity College at Buffalo. Argues that the project's history is an informative lesson in the interaction of educational planning and political power. (CMG)

Examines the use of Puerto Rican natural support systems in collaborative ventures with schools and other systems. Presents results from 24 Puerto Rican families with children in a local elementary school. Discusses the implications for a developmental approach for school involvement with natural support systems in an urban environment. (GR)

Focuses on parental participation in the educational process as a means of building and maintaining close relationships between parents and the school. The patterns of volunteering in the school and the ways that parents used these opportunities, not only to benefit the school and the community, but to improve their own lives are discussed. (GR)

Discusses the schooling of Mexican American and Puerto Rican children in U.S. schools prior to 1960. Describes policies that aimed to force acculturation, ban the use of Spanish, and channel Hispanic children into programs that virtually guaranteed that they would pursue low status occupations. (GC)

Describes a rationale and an approach for helping teachers use the life histories of parents and members of the community as scaffolds to teach social studies and history concepts. Examples from a case study are presented involving an extended Puerto Rican family and abstracts of teacher reflections on the process. (GR)