Opening Doors

Acknowledgments - Foreword by Wayne Au - List of abbreviations - Community-based organizations centering family-community-school partnerships - Portraits of Chinatown, Harborview, and HCCC - Parents' relationship with children and U.S. schools - Youths' relationship with family and school - Accessing information, opportunities, and advocacy - The importance of youth (comm)unity - Revisiting and reflecting with the CYC youth - Implication for policy and practice - Index.

Nga-Wing Anjela Wong is an activist scholar and an associate professor in the education studies department at the University of Wisconsin-Eau Claire. She received her PhD in educational policy studies from the University of Wisconsin-Madison.

"This masterful, well-researched, and thought-provoking ethnography by Anjela Wong opens a window into the highly racialized contexts faced by many Chinese immigrant youth in U.S. schools and how an effective community-based institution counters this with an array of culturally and linguistically responsive, asset-based programs and services that help youth and parents to navigate difficult transitions and life circumstances. Kudos to Anjela Wong, whose path-breaking work provides guideposts for policymakers, practitioners, and communities in our current moment that positions immigrant youth and their families in the crosshairs of declining support for education and anti-immigrant policies. This study centers community-based organizations as viable antidotes to both subtractive schooling and proverbially vexed home-school relationships that beg for alternative intermediary institutions where politically aware and authentic caring abides and where children, as a consequence, prosper." -Angela Valenzuela, professor at the University of Texas at Austin and author of Subtractive Schooling and Growing Critically Conscious Teachers "The complex and diverse experiences of Chinese Americans are too often masked by hegemonic discourses that identify Chinese Americans and other Asian Americans as 'model minorities.' Through her rich ethnographic data, Wong introduces us to members of one Chinese American immigrant community, and through their stories she reveals the class, culture, language, and race-based barriers faced by low-income Chinese immigrants. Ultimately, however, Wong tells a story of hope and possibility rooted within the strength of immigrant communities. She argues convincingly for the role of community-based organizations in building 'bridges' across immigrant families, communities, and schools. This is an important book for all those interested in immigrant education, out-of-school spaces, and culturally relevant pedagogy." -Stacey J. Lee, professor of