Buenrostro Research Worksheet

Sociologists have been studying the effects of education on Latino Americans and to their findings there are physical and conceptual issues which include: language barriers, issues with educators and peers which cause issues within their identity development and ultimately creating this separation of cultures which can effect Latino Americans success in school. While there are other factors that may be

In American education, there is overwhelming evidence that there is an achievement gap between groups of students. In other words, there are measurable differences in the educations and test scores of different groups of students. Some gaps exist between groups or differing gender or socioeconomic status, but the largest gaps exist between groups of different races. America has always been a country with an influx of different cultures through immigration. In schools, these cultures still remain separated. The most noticeable separation is probably that of White and African American students. Although the achievement gap between White and Black students is easily seen there are other clear gaps in the education of Latino and Asian American

C.  Thesis Statement – The Us education system is alarmingly promoting the Hispanic achievement gap with segregation, discouragement and discrimination.

California has one of the largest Hispanic populations in the country alongside some of the wealthiest neighborhoods in the US and poorest immigrant neighborhoods, but overall the demographic is very diverse socioeconomically as well as racially. The this environment has bred a very specific immigrant experience for Latino and Latinas and from it a very unique Latinx-American youth culture has emerged. Like most immigrant communities in America, there is a merging of the culture of origin with the typical aspects of American culture. For these Latinx-American youth in California nearly every aspect of their life is a fusion of two perspectives and informed by two cultures.

In Miami-Dade County, most public schools reflect a school named American Senior High, where the composition is 28 percent Black, 65 percent Hispanic, and a small percentage of White non-Hispanics (McGrory). She adds that the public school population reflects the results of repeated waves of immigration. Based on these figures, one can understand the rationale behind demographers declaring South Florida schools a sign of the nation’s future.

"Latino Education in Twentieth-Century America: A Brief History." (With Rubén Donato) In Enrique G. Murillo, Jr., Sofia A. Villenas, Ruth Trinidad Galván, Juan Sánchez Munoz, Corinne Martínez, and Margarita Machado-Casas, Eds., Handbook of Latinos and Education: Theory, Research, and

That race continues to matter in public school classrooms has become abundantly clear particularly in education as in schools across the United States the student population has become more and more diverse (Bergeron, 2008). At the same time the opportunity gap between White and Latino and Black students remains quite wide. According to Lubenski (2002), the achievement gaps occur when one group of students is grouped by race/ethnicity or gender outperforms another group and the difference in average scores for the two groups is significant. While some gaps have begun to close, the opportunity gap between White and Black academic performance has continued to widen (Bohrnstedt, Kitmitto, Ogut, Sherman, & Chan, 2015). Glazer (2007) asserted that, “the most urgent issue in American education for the last half century has been the failure of large numbers of Black students to complete their education and reach an average level of competence” (p.81).

The most important aspects that I concluded from the readings include: the social justice education project, disproportionate representation of minority students in special education and is common tensions in a pre- and post- Brown v. Board of Education era. The U.S. latina/latino population is rising across the nation however they are not rising in enrollment in higher education (Cammarota, 2007, pg. 87). Certain curriculum known as the Social Justice Education Project (SJEP) has influenced their viewpoints of their ability to graduate high school and attend college (Cammarota, 2007, pg. 88). Students enrolled in this project were Latina/o from working class families (Cammarota, 2007, pg. 89). The project also consisted of 17 students

Nilda Flores-Gonzáles’ book School Kids/Street Kids: Identity Development in Latino Students provides a in-depth look at how students in our education system, specifically low- income, inner-city, Latino students, develop identities as a result of structural characteristics of schools and their attitudes towards education. The author goes past the “deficit explanations”, which blame a student’s culture of family for their lack of achievement. She uses the role identity theory to explain why some students develop “school oriented identities and some do not”. These are classified as “school-kid identities” or “street kid identities”.

We life in era where “Black and Latino students are more educationally segregated today than they were two decades ago” (Casey). That statement is true because of what's happening right now in the world at this point. California, the biggest state in the US which is also one of the most states where latinos get segregated. The reason because they get segregated is because mostly all of them are non english speaking homes. Also learning a second can be difficult to

Schools have regularly been places of political, racial and linguistic conflict between most the population and mainly the Latino/ Mexican groups. Latinos today are understated of schools such as high school and college graduation rates and even college entrance examinations. For Hispanics in the United States, the instructive experience is one of collected drawback. Numerous Hispanic understudies start formalized tutoring without the financial and social assets that numerous different understudies get, and schools are frequently poorly prepared to make up for these underlying aberrations (Rivera 2002).

Robbins Elementary, an urban school located in a large city in Texas, has defied the odds by attaining and sustaining high academic success rates for an approximate twenty-year time period. As Okilwa and Barnett (2017) noted, Robbins Elementary had grown to become homogeneous in race (majority Hispanic) and economic status (increased economically disadvantaged status). According to the article (Okilwa & Barnett, 2017), 2013 census data revealed that 50% of families in Robbins Elementary attendance zone earned less than $35,000 annually, with a median income of $35,282. Assumptions regarding high-need schools would, undoubtedly, portray Robbins Elementary as a school that would struggle academically with high teacher and principal

Third, the data show that in California, Hispanic and black students a attend schools with more LEP students than do white students. This is true in traditional public schools (the average Hispanic student’s school enrolls 283 LEP students and the average black student’s school enrolls 194, compared to 109 in the average white student’s school) and in charter schools (178 and 127 LEP students in the average Hispanic and black student’s school, respectively, compared to 86 in the average white student’s school). Furthermore, there tend to be fewer LEP students in charter schools than in traditional public schools. Interestingly enough, a black (126.5) or Hispanic (177.9) student at a charter school is more likely to attend a school with more LEP students than a white student at a traditional public school (109.3). Similarly, there is generally less exposure to students classified under IDEA in charter schools, although racial differences in exposure to IDEA peers are smaller than differences in exposure to LEP. Additionally, the data show that LEP students are exposed to other LEP

Racism is in many sectors has been known for long to be negatively affecting people. In this, people who belong to the minority group are mostly affected since they are sidelined in all courses of development. Like in other nations, East Los Angeles since late before 1967 has a school system that had been affected with racism. In these schools, people who were mostly affected were the Mexican American community. In most cases, the Mexican American community was seen not to have the abilities of doing well in education and therefore they were oppressed. The atmosphere of the school systems according to the Mexican American students was hostile to them and required reforms in order to accommodate the needs of all the students regardless of their characteristics. To the Mexican American students and Sal Castro, education system brought great inequality within the schools since Mexican American students used poor facilities and their abilities were constantly underestimated.

The demographics are forever changing in schools. According to edweek.org(2014) the schools have made a drastic change to having less Caucasian students to the increase of Latinos and African Americans students. These students have become the new minority. With this new demographic change a child’s education success is at stake. Edweek.org(2014) discusses the students of Latino race may require English language instruction. Over the last few decades white Americans have been the vast minority in the schools but as the times changes and the economy changes and grows it bringing in a vast majority of different cultures.