Abstract
Youth from minority groups often manage a tension between ethnic and academic identities as they are positioned and position themselves in relation to cultural practices in school and out. We argue that a framework involving three strands of analysis is necessary to understand these emerging tensions and their management in the lives of minority youth. The strands include analyses of shifts in (a) positioning that take form in face-to-face interactions, (b) positioning over developmental time, and (c) the cultural capital associated with practices themselves over the social histories of communities. We point to the importance of multimethod approaches to pursue such analyses.
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