The Urban Review

, Volume 39, Issue 2, pp 167–189 | Cite as

Figuring “Success” in a Bilingual High School

  • Ali MichaelEmail author
  • Norma Andrade
  • Lesley Bartlett

Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth.


bilingual education newcomer immigrant schools English language learners (ELLs) 


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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  1. 1.Teachers College, Columbia UniversityNew York City, New YorkUSA

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