Abstract
With a focus on bilingual students’ sociocultural learning and cultural assets, the current study presents in-depth interview data from five bilingual Latino/a graduating seniors at a public high school in California. All five participants come from immigrant families and are first-generation college-bound students. Their voices speak to the role of bilingualism in their lives, its presence in many different cultural contexts, and its impact on their academic success. Results are discussed in relation to the importance of recognizing bilingual youths’ cultural and linguistic assets at school and disseminating research that documents their successes.
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