Abstract
The international and comparative literature on linguistic minorities reveals that immigrant youths of working‐class backgrounds are frequently more suecessful in school than nonimmigrant students of similar class background, either majority or minority, if they receive all their schooling in their new homeland. Drawing directly on a case study of Punjabi Sikh farm families settled in California, this article explores the forces that enable immigrant young people to succeed academically, to the degree that they do, in spite of severe handicaps. MINORITY SCHOOL PERFORMANCE, EDUCATIONAL POLICY, LINGUISTIC MINORITIES, IMMIGRANTS, SOUTH ASIANS
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