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This article provides a conceptual account and empirical analyses of the development of boundary-crossing competence-the ability to function competently in multiple contexts-using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to develop boundary-crossing competences through participation in expanded, horizontal-rather than hierarchal-systems of what Moll and colleagues have called "networked expertise." These new directions in understanding competence have important implications for improving learning designs for nondominant students.

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