Latino’s are at a disadvantage when it comes to education, being that most minority groups/children and adolescents attend public schools within poverty-stricken areas. Many or several public schools lack a lot of resources to give a decent quality of education, depending on the location of where the facility is located. It has been discussed that lack of technology, teachers, and among other reasons, are the cause of minority groups, such as Latino’s, to have a high dropout rate.
During a course I took last semester, Chicanos & Mexicans in the U.S., we talked about such issues and all the possible factors that lead to Latino’s not completing or going for a bachelor’s degree, as well as dropping out of schools. Besides a lack of educational resources being an issue that feeds
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College/University is more of a choice than a necessity. There is also the case in which they believe in the “negative” stereotypes given to them (Latino culture) and accept it as something true, limiting them from wanting to achieve more. Instead they set a barrier amongst themselves and among their race and ethnicity. It has also been seen and discussed that parents also have an impact with this type of situation as well, such as having very little or no level of education whatsoever, making it difficult for students to receive help with school assignments at home when needed. In addition, there have been several cases where the school system pushes students out, as well as the School to Prison Pipeline that I’ve mentioned in one of my previous posts. This is more common to happen in low-income neighborhoods that the schools are located at, which is biased towards students. Teachers may not “like” or “feel” that the student is a “lost cause” and should leave the school, basically this gives the teacher the choice to decide what
One particular class that has influenced me tremendously is my Ethnic Studies 130 course, the Chicano/Mexican-American Experience with Professora, Dr. Julie Figueroa - a badass professor most definitely. In her class we read the book, “Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring” by Angela Valenzuela. In this book, Valenzuela thoroughly explains her three-year ethnographic study “of academic achievement and schooling orientations among immigrant Mexican and Mexican American students at Juan Seguin High School in Houston, Texas” (p. 3). As I only hope you get to read this book, I understand by your time there will be numerous more books out talking with new data so I will summarize the chapters in the next paragraphs for you because i think it is important for you to know of this book.
Various details, like teachers giving up on students, or teachers easily removing a student from class can attribute to the success young Latinos will have with their education thus impacting the surveys taken on education levels of Latinos as shown in Latinos in the United States. Many individuals had the knowledge of what education can lead to and what high standards were and part of the problem of why they do not follow it is their economic situation, as discussed in class. During class, we watched a documentary called “The Graduates” and undocumented students feel that education may not be a possibility and that reminds me how
According to Latinos Rebel, undocumented students must stay enrolled in schools to remain in the United States and to contribute as gainfully employed adults, but the schools are not necessarily invested in their success as they are forced to comply with mandates of NCLB and ESSA. The fact is that school attendance and graduation rates occur in the contexts of undocumented young people’s lives, which are fraught with multiple difficulties. Undocumented students may need additional school rates are used against schools and undocumented students lives are full of many difficulties that impact their performance. These difficulties include negotiating the world in a language other than their own, lack of support for ESL, trauma, interrupted formal schooling, legal challenges and poverty. Only 54 percent of undocumented students who arrived at age 14 or older complete high school. For those who arrived before age 14, 72 percent complete. Compare these statistics to authorized
The United States Hispanic population continues to increase each year. In turn, school populations of Hispanics increase as well. Hispanics, although improving academically, continue to have high school dropout rates, higher than other racial and ethnic groups and continue to lag behind school peers. The discrepancy between Hispanic students and other students’ achievement is the result of many factors, including acculturalization, language acquisition, poverty, and school factors. Schools
Because Hispanics are the fastest growing population in the United States, it is critical for the development of prevention dropout programs to decrease the dropout rate and improve the quality of life amongst the Hispanic population (Reyes & Elias, 2011).
Some parents do not understand why college is important and why is it necessary for their children to attend school. A lot of Latino students tend to focus more on work than schooling which is an issue. Not to be stereotyped, but Latinos tend to have low paying jobs and some of them are part of the teen pregnancy population. This all leads to poverty and something needs to be able to take
They face many difficulties like stressor, playing in a disadvantageous field. The American educational system does not have many programs to help the students assimilate into the culture without losing their own culture. …case study where three groups of immigrants (Asia, Caribbean, and Latin America) where the Latinos were exposed to more stressors, which resulted in a decrease of grades and academics success (122-124). 10% of the participant responded to the stressors by dropping out of the course because of the lack of help. “Latina America face unique risk and deserve intervention efforts focused on sociocontextual stressors that may prevent these students from achieving their full academic potential” (Plata-Potter, Sandra and Maria Rosario T. de Guzman,
Undocumented students have a harder time trying to pursue a higher education; this is due to the fact that they cannot receive federal aid. College is like a safe haven for these undocumented students. Higher education gives undocumented students the opportunity to better themselves as individuals. Higher education also allows undocumented students to pursue a better life for themselves and for their family. Every year over 65,000 undocumented students graduate from high school in the United States (Gray). Experts estimate that fewer than 6,500 of those undocumented students actually go on to attend college (Sheehy). One reason for why the amount is so low is because college is expensive for these undocumented students. Undocumented students are unable to achieve any of these goals, that is, unless they receive federal aid. It is sad to see undocumented students give up on their dream to attend college and get a higher education.
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
This paper will try to explain the variety of hardships many Mexican-American students endure in hopes to gain a higher education. Many are driven by the “American Dream”, which is the idea that individuals living in the U.S. have the equal opportunity to achieve success and prosperity through hard work, determination, and abilities. The American Dream often motivates foreigners to enter the United States illegally, hoping for that “equal opportunity” to success. However, not everyone living in the U.S. has equal opportunities, compared to native-born American citizens. This is why it can be difficult for Mexican-American students to attend colleges and universities. A higher education is difficult to obtain for Mexican-American students because of their low socioeconomic status, their differing cultural and structural characteristics, and the social and political institutions in our current society. Although this paper does not focus on the educational opportunities in Mexico, this paper will mostly focus on the educational system in the United States, particularly California State University, San Bernardino. In addition, this paper will refer to Mexican-American students as first-generation college students.
1.Topic Sentence For Hispanics in the United States, the educational experience sometimes can be a disadvantage.
In schools today Latino children are punished for speaking their native language during school.They are encouraged to drop out of school and go straight to a blue-collar job. In 1960 only 25% of Latinos in America graduated from high school, but only 2% of those people attended college.These people ran away from the only place they’ve ever known, they came to be free and to have a better life, but what do they end up with? Discrimination and injustice!
The Latinos education crisis is a prevalent issue in the United States. More and more research has uncovered magnanimous evidence that our education system is failing the students and thus creating a pipeline away from success and higher education and into gangs, prison and poverty. From 2011-12 alone Latinos made up almost a quarter of the enrolled students in public schools, Hispanic status dropout rate was 13% (higher than both African Americans at 8% and Whites at 4%), and 5% of all doctoral degrees conferred were earned by Latinos. (NCES, Digest of Education Statistics 2013). The crisis is a result of compounding failures and the perpetuation of stigmas within the educational, governmental and societal systems. As each of these systems are complex and composed of countless factors, addressing the issues the Latino population face, specifically within schools, is often overlooked and underaddressed. In light of the problems Latinos must compete against, this paper will address the potential for change and how it can be wrought, beginning on the microlevel of the educational system, by mandating and introducing culturally responsive teaching (CRT) into classrooms and school districts nationwide in an effort to counteract the lack of educational support and to decrease tracking of students onto the school to prison pipeline.. This paper will strive to answer the question of how culturally responsive teaching can address the educational deficits of the Latino/a
Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the
Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and