Drawing from the conceptual frameworks of Chicana feminist epistemologies, community cultural wealth, and repertoires of practice, this ethnographic study explores how four Mexican-heritage im/migrant high school students negotiate school success in rural Idaho. Participant testimonios highlight the complex barriers that im/migrant students and their families confront as they participate in high school education, including limited institutional recognition of their varied cultural repertoires and community cultural wealth. Participant testimonios implicate local, state, and national policies and inform discussions on familial engagement, im/migration, and transnational curriculum.

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