Drawing from extensive oral history interviews with five Chicana women, Malagon and Alvarez (re)conceptualize the way educational scholarship defines "high achieving."As attendees of California continuation high schools, all five women defy societal expectations by moving from these alternative educational spaces to community colleges, then transferring into four-year universities and going on to enroll in graduate programs. The article highlights the resistance strategies these young women employ through their critique of social oppression, with the authors using critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to make sense of the women's narratives and their journeys through the educational pipeline.

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