Key points are not available for this paper at this time.
Public schools have relied on a deficiency model to structure instruction for minority children that underestimates the funds of knowledge that U.S.‐Mexican households contain. We argue that these funds are not only a key to understanding the cultural systems in which U.S.‐Mexican children emerge, but are also important and useful assets in the classroom.
Carlos G. Vélez‐Ibáñez (Tue,) studied this question.