Latina/O Case Study

Upon looking over many communities on campus and outside of campus, I have come across many interesting ones. For this semester’s research paper, I have decided to focus on the undocumented Latino student community. Currently, there are issues these students are facing with The Georgia Board of Regents and their policies. Within this research, I would like to answer why these policies are considered unequal and segregation to the undocumented students. As well as learn about what type problems these students are facing because of these policies.

Although the subject of education, study behavior, has been viewed as a personal matter, we believe race and gender played a role in it. We interviewed a Senior Latino student named Irving Alvisurez. Alvisurez is a first generation college student that came from Los Angeles, California. When he first came to UCSB, he lived in FT and there was only four Hispanics on his whole floor, this gave him more opportunity to expose to foreign cultures and experiencing culture shock. He first majored in computer science and later changed to Chicano studies. As a first generation Latino, he felt more pressure from family rather than social pressures. His statement was supported by the arguments within his family based on his change of majors multiple times,

Despite the prevalence of racial discrimination in higher education, not enough is known about Latina/o students’ experience with racial discrimination and racial microaggressions in higher education. The extant explorations of racial discrimination on university campuses have primarily focused on the experiences of White, African American and Asian American college students. The research that has examined Latina/o experiences of racial microaggressions in higher education has largely focused on non-HSIs. Consequently, it is imperative to understand the unique challenges of Latina/os in higher education, including how university racial climate and experiences with discrimination/oppression influence

Currently, we have yet to see adequate accommodations to Latinx culture within the public preparatory education system here in the U.S. Speaking on my behalf, I did not receive much enlightenment relative to this field as our history courses were simply focused on the founding fathers of our nation (and revolved around the American Revolution against the British.) In fact, it was until my undergraduate years here at the university where I enrolled myself as a Latinx/Mexican-American Studies minor and began to familiarize myself with my identity and the long history behind my culture. Even then, it has come to my attention that there are a select few universities that offer Latinx studies and courses similar to A&M’s. As a first-generation minority student enrolled at a pre-dominantly white institution, I can vouch for myself to say I carry a different perspective of the world that may differ than most of my peers due to my upbringing. Coming from a low-income community with inadequate resources and conditions, I found myself closely relating to the narrative that

Given that a university is typically a microcosm of a larger community, the popular discourse about Latina/os can influence the campus climate for Latina/os. This was evident when Calculator and Baileyboy discussed their reactions to the statements a political candidate made about Latina/os. While Calculator and Baileyboy characterized these as false and defamatory, it is possible that these comments resonated with other students on campus. This was evidenced when Maria heard the comment that “Mexicans should go back their own country” and “Mexicans steal all our jobs.” These comments communicated hostility towards Latina/os and may contribute to a hostile climate for Latina/os.

The final problem Latinas face is pregnancy and parenting responsibilities and this affects any educational opportunities they may have. Latina students face significant challenges to balancing school and family responsibilities, particularly because the rate of teen pregnancy among Latinas is so high (Listening to Latinas: Barriers to High School Graduation). In this article, I read that 53% of Latinas get pregnant before the age of 20. In the Latino community, gender stereotypes come into play. According to the article, 73% of Latino teens felt that parents send one message about sex to their sons and a different message to their daughters (Listening to Latinas: Barriers to High School Graduation). Sadly, it is known that Latina teen moms

When discussing the educational attainment of Latina/o youth, current research often frame an image of a pipeline, where students flow from k-12 schools into higher education. Although Latina/o academic achievement and outcomes have improved, they still lag behind other major racial or ethnic groups. Therefore, educators should imagine a leaky pipeline that gradually narrows—the few drops of Latina/o students that flow towards the narrow end are the exception, not the rule. Erica, a sophomore in high school and participant in the study, commented during an informal conversation about her classes and college, “See, we have a college counselor, but they don't tell us about what they [post secondary institutions] offer; they don't tell us there is support for students in college, especially for students with an IEP [Individualized Education Program], so students get discouraged.” Also, during a formal interview, Erica mentioned, “Schools don't teach you information that you need to know about your community, there's a lot of things that I have learned through my community that is important but I didn't learn at school.” At the core of Erica’s experience, and of others with similar narratives, are structural and social processes that influence the type of education, information, and assistance youth experience in their educational process.

Latin-American students in the U.S education system are visible minorities and I wanted examine how prejudicial treatment or stereotyping can impact the experience of going to school as a visible minority. Latin-American students whether the discrimination or stereotyping is towards them or not they still can make a sense of what racial discrimination is in school. This essay will examine how Latin American students make sense of racial discrimination through stereotypes in the US education system. This can be through their personal experiences, types of stereotypes, peers, teachers, and inclusion.

This chapter will explicate the tenets of Critical Race Theory and review the extant literature on the emotional ramifications of perceived racial discrimination and microaggressions. This chapter will also explore the literature relevant to the experiences of Latina/os who have experienced racial discrimination and microaggressions. An additional aim of this chapter is to outline the existing literature on Campus Racial Climate. Finally, the research on the experiences of Latina/o students attending Hispanic Serving Institutions will be examined.

In the United States the population of racial/ethnic minorities is growing. 34% of the American Population is persons of color according to the United States Census Bureau. (U.S. Census Bureau, 2007). 32% of students enrolled in institutions of higher education were minority students in 2004 (NCES, 2007). The culture of a majority of campuses is changing because of the increased presence of minority students. Traditionally universities enrolled mainly

There is a paucity of empirical studies designed to assess levels of discrimination and psychological distress of Latina/os attending HSIs, however, there has been some literature examining these issues in Historically Black Universities. Given that HSIs and HBCUs were created to account for disparities in educational attainment, the HBCU literature was illuminating for the current study. For example, researchers have conducted investigations into the effect of racial identity on psychological symptoms Black students attending Historically Black Universities (Gilbert, So, Russell, & Wessel, 2006). To assess the issue, 154 African American college students attending an HBCU completed measures of psychological distress and racial identity. The

From this week’s readings and class lecture, I learned more about the way the system is set for Bilingual students. It’s sad to think that we live in a country where in 2018, we still face segregation in the school system, even at the University level. I learned a lot from Dolores Delgado n on her chapter titled “Chicana/o Education from The Civil Rights Era to The Present”, it’s incredible to know what past generations had to go through for us Latinx students who are in higher education to have the rights we have as we speak now. A lot has been done, but sadly we still face a lot of racism at an institutional level, for example a lot us get placed on lower level for English classes. A great example I can think of is here at Sonoma State, most

The predominance of racial discrimination on college campuses has prompted researchers to study the dynamics of a university, and determine if campus climate/culture could be contributing to racial discrimination on campus. Specifically, if students perceive their learning environment as supportive, this may foster positive academic and social outcomes for students (Whitt, Edison, Pascarella, Terenzini, & Nora, 2001). With regard to the experiences of Latina/o students, research indicates that the level of support and comfort that Latina/o students feel while attending a university (a positive campus climate) can be beneficial to their psychological well-being and college achievement (Gloria, Castellanos, & Orozco, 2005).

Moreover, research indicates that minority students attending Predominantly White Institutions (PWI) report more experiences with racial discrimination than White students attending the same institution (Cokley, Hall-Clark, & Hicks, 2011). Lopez (2005) conducted a longitudinal study that followed Latina/o freshmen as they entered a Predominantly White, highly selective institution of higher education. The

salient aspect of participants’ experiences. Participants shed light on the particular discourses that populated the cultural zeitgeist and the ubiquity of negative portrayals of Latina/os in the United States. In addition, they highlighted the centrality of Latina/os in the discussion of public policy related to immigration and affirmative action. Another factor that may influence the occurrence of racial discrimination against Latina/os are geographic and demographic factors of the Southwest United States.