Internalized Oppression Latinx Students

Challenges Faced by Hispanic Students in American Schools and How Schools Can Address Identified Needs

For example, their school, Wellpoint has a bad reputation because it is on the reservation and full of Indians, while the white school is known as one of the best schools in their area, because it is full of “strong, beautiful whites”. “The kids at Reardan are the smartest and most athletic kids anywhere. They are the best”. This quotation proves my point because Junior thinks that the kids at Rearden are the best because they are white, but later on in the basketball season, Wellpoint beats Rearden in a game. Also, racism has made it so they are not motivated enough to work hard for money. Junior explained to us that his dad is a very smart man, but instead of working hard for his money, he chooses to drink alcohol and gamble away his money. In the future, this can affect how Junior acts and works. On Christmas eve, Juniors dad took the rest of the money they had and went out to drink. He came back on January 2nd with a bad hangover and said “hey kid, i’m sorry about Christmas.” This quotation proves my point because since they say ‘like father like son’, the way his dad acts could rub off on him. In conclusion, racism has changed their attitudes and their motivation towards

As a first-generation Latina in college, I could not be where I am without the help of multiple individuals. My parent’s sacrificed so much coming into this country. They left behind their family, their home, in order to one day provide a better future for me. Initially, my parents planned on staying in America for five years then they would go back to Ecuador. However plans changed once my mom became pregnant with me. The decision to stay in order to give me the best future possible greatly affected both my parents. They suffer greatly and lament leaving their family everyday. Only my mom has the slight possibly of returning to her home country but unfortunately, the only thing waiting her is her mother’s grave.

For this project there was an opportunity for me to interview anybody on the topics of intersectionality and gender discrimination that happens in peoples workplace. I choose my roommate Ria who is 24 years old which is more in the younger side to people might seem as she will not have many encounters with the topics mentioned. In that case, I want to show how it’s the opposite being young Mexican women there comes more discrimination and not many employers hire them. In order to get a better understanding of how other people can be towards some employers I asked her many questions about her jobs environments which are Denny 's and Jasmine Adult Day Health Center. This important to see how young Mexican women or women in general get criticized for their gender and some for their race.

A school setting provides opportunities where issues of social justice, oppression, and discrimination can be addressed. According to Bemak and Chung (2009), students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. These disparities in academic

The purpose of this paper is to examine the detrimental effects institutional racism in education has on Latino academic achievement. Consideration is given to the role of educators in perpetuating racist attitudes; the ineffective acculturation measures and the adverse effects resulting from the diminished academic expectations. Latino children exit K-12 systems deficient of the necessary skills to thrive in higher education or in the workplace; facts which foster complacency. Qualitative and quantitative data are used to support arguments and observations.

When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the

A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to

I chose to focus my research on the factors that may affect at-risk minorities’ academic performance. This

One lesson I learned was definitely about the role of oppression in individuals who are asking for help. I realized that some of the problems I was facing was internalized racism. Many of the issues I was facing was because of not having enough money to take care of myself. I was struggling with being able to find a job in Washington DC and dealing with poverty. I felt that there were a very limited number of opportunities for me. Also, I had internalized a feeling of hopelessness. According to research by Leary, many African-Americans have learned to live with and survive oppression. However, this oppression can cause emotional responses of fear and internalized oppression where many African Americans feel that they are less than other and

Today's education is often viewed as failing in its goal of educating students, especially those students characterized as minorities, including African American, Hispanic, and Appalachian students (Quiroz, 1999). Among the minority groups mentioned, African American males are affected most adversely. Research has shown that when Black male students are compared to other students by gender and race they consistently rank lowest in academic achievement (Ogbu, 2003), have the worst attendance record (Voelkle, 1999), are suspended and expelled the most often (Raffaele Mendez, 2003; Staples, 1982), are most likely to drop out of school, and most often fail to graduate from high school or to earn a GED (Pinkney, 2000; Roderick, 2003).

What are the experiences of Latina/Latino “Undocumented, Unafraid, and Unapologetic” (UUU) activist living in San Diego County, California under the Trump presidency? By UUU activist, I mean anyone who self-identifies as a Latina/Latino UUU activist, and is advocating, in any capacity, for affordable education for undocumented students, the DREAM act, DACA, and comprehensive immigration reform. Based on in-depth interviews in San Diego County, California, with Latinas and Latinos, over the age of eighteen, who self-identify as UUU activists, I will begin to address this question. A Latina/o critical race framework will guide the current study. The aim of my work is to capture the struggles, motivations, and challenges UUU activist face and

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

Imperialism and then colonialism opened the floodgates that are troubled race relations, racism, and misguided societal values. Race has played a vital role in how Americans view each other, and themselves, and the experiences that they have. We constantly hear about institutionalized racism, the school-to-prison pipeline and police brutality on the news. The topic of race has such an enormous presence in our society that it simply cannot be ignored. But what is rarely talked about is how these conditions are incredibly similar to those that people in Latin America have to endure as well. Racism does not end at the borders of the United States, and in fact, they only seem to get worse in countries that are less developed.

expectations for all students can combat marginalization. The schools included in a study by Ragland, Clubine, Constable, Smith, Council of Chief State School Officers and Texas University (2002) set measurable and high goals for all of its students, while minimizing formal categories and labels. This enables faculty and staff to focus on creating educational opportunities for the students and assess areas for improvement in student and teacher performance. Without tracking and labels, the focus is on the individual, where it belongs, regardless of race or socio-economic status”, ( Carbone II,Steven,2010)