Abstract
To counter the "grand narratives" of the model minority myth, this study unveils the stories of a Chinese immigrant family who are encountering difficulties with schooling. The study demonstrates a complex interrelationship between home literacy, culture, and politics of schooling. Findings suggest that cultural mismatch theory alone cannot explain minority schoolfailure. Rather, multilevel interactions, including cultural differences, modes of incorporation, and differential power relationships between school and home, result in minority students' school difficulties.
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