1. Locked Doors, Closed Opportunities: Who Holds the Magic Key?

Chapters in this book

1. Frontmatter i
2. Contents vii
3. Foreword ix
4. A Personal Narrative xv
5. Acknowledgments xix
6. Abbreviations xxiii
7. Part I. Setting the Context
8. 1. Locked Doors, Closed Opportunities: Who Holds the Magic Key? 3
9. 2. History’s Prism in Education: A Spectrum of Legacies across Centuries of Mexican American Agency; Experience and Activism 1600s–2000s 25
10. 3. Trend Analyses from 1971 to 2012 on Mexican American/ Chicano Freshmen: Are We Making Progress? 53
11. Part II. Conceptual Understandings
12. 4. An Intersectional Lens: Theorizing an Educational Paradigm of Success 77
13. 5. Parental Educational and Gender Expectations: Pushing the Educational Trajectory 100
14. 6. Examining the Influence of K–12 School Experiences on the Higher Education Pathway 122
15. Part III. Contemporary College Experiences
16. 7. The Ivory Tower Is Still White: Chicana/o-Latina/ o College Students’ Views on Racism, Ethnic Organizations, and Campus Racial Segregation 145
17. 8. Campus Climate, Intersecting Identities, and Institutional Support among Mexican American College Students 168
18. Part IV. Implications for Educational Policy and Future Practices in P–16 Pathways and Beyond
19. 9. Mexican American Males’ Pathways to Higher Education: Awareness to Achievement 193
20. 10. The Role of Educational Policy in Mexican American College Transition and Completion 215
21. Notes 239
22. Bibliography 247
23. Contributing Authors 281
24. Index 287