Abstract
AbstractWe explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non‐dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by the authors’ longitudinal qualitative research investigation, as we work to understand individual and collective class and race positioning practices and outcomes post high school.
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