Latino Students : The Latino Population

Throughout this first chapter of Latino Americans the key points in my opinion were the following. Starting with the origin story of the Americas, the book mentions there might not be a definitive starting point because there “500 nations in North America before a European ship ever dropped anchor off the Eastern Seaboard” (Suarez 3). The book from this point on chronologically starts narrating, first about 55 years before Protestant refugees from Mayflower ever stepped on American soil, a Spanish sailor Pedro Menendez de Aviles forced French protestants from their Florida coast settlement to then stablish St. Augustine. From this point the book continues to tell the stories of Juan de Oñate, from witnessing the founding of Santa Fe, the oldest capital of North America, to exploring more than half a dozen of American states, he is one of the most fundamental conquistadors who is the least

Howard (2010) quickly changes gears in Chapter two, Changing Demographics, to look at the differences in language, ethnicity, race issues, culture and classism when regarded and compared to those who achieve on level and those who fall in the achievement gap. Howard examines the quickly changing face of America with the increase in Latino populations across the nation. Positing that teachers must adapt to understand and connect to students of diverse populations or there will be a great disconnect and divide that could be disastrous for the growing number of students that are part of the achievement gap, as well as the negative ramifications that could come from not evaluating the needs of those in the achievement gap. Howard (2010) also speculates the long term negative aspects that could come to the United States, especially in global market, if we as a country do

born children lived in poverty in the U.S. (Camarota, 2001). “The primary reason for this is that a very large share of Mexican immigrants lack a formal education” (Camarota, 2001, p. 47). Statistics from the Center for Immigration Studies indicate that the average income for adult Mexican immigrants is less than half the income of U.S. born workers (Camarota, 2001). With the location of the Rio Grande Valley right next to the Mexican border, the school districts in this area are heavily populated with English language learners. According to Linn and Hemmer (2011), a rate of “21% of elementary and secondary students spoke a language other than English at home. Of these, approximately two million, or 75%, spoke Spanish.” (p. 1). In addition, school districts along the Texas-Mexico border are considered at-risk for having English language learners overrepresented in the special education programs. According to Artiles and Ortiz (2002), research shows that “English language learners with the least amount of language support are most likely to be referred to special education” (p. 1). Often the children with the least support are from poor families. Another problems consists of assessments methods, both diagnostic and state mandated, that are inappropriate for English language learners. Even if assessments are provided in the child’s native language, this

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

Growing up in a Hispanic household has shaped and built my values in life. At Appleton North High School, I am one out of the few Hispanic students. Knowing that my parents have migrated to America to give me a better future has motivated me to make it happen. Although, as a Mexican-American, I have felt out of place as a minority. However, with time I learned to accept my cultural differences. In fact, to this day, I thank my widowed father for the sacrifices and greater opportunities he has given me. My goal is to keep representing the few Hispanic students in college by working hard to achieve my career goals; not all Hispanics are fortunate enough to attend college. I also work to inspire young Hispanics to find their potential and follow

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

The amount of high school graduates in the United States is significantly less for minority students (Wagner, 2008). Less than one-third of minority students in the United States high schools obtain a high school diploma (Wagner, 2008). As the Hispanic population continues to grow rapidly, the ratio of Hispanic students enrolled in K-12 public schools by 2020 will be one in four students (Maxwell, 2012). According to Noguera & Akom (2000), the achievement gap for Hispanics is relatively transparent through their high dropout rates, college completion rates, and their low educational achievement. The dropout rate for Hispanics is approximately

Schhneider, B. Martinez, S. & Ownes, A. (2006). Hispanics and Future of America : 6 Barriers to Educational Opportunities for Hispanic in the United

The current trend in lack of Latina/o students attending college combines a lack of college readiness with a deficiency in resources to prepare this student population. More and more higher education scholars are accepting these deficiencies as roadblocks to college access, and are looking to preparation programs and parent educational resources as a subject worthy of consideration. There are many different challenges being faced by this population, a population that is according to Oliva and Nora, “the fastest growing minority population in the country”(Oliva & Nora, 2004). Research shows that “less than 43% of Hispanic high school students are qualified to enroll in 4 year institutions”(Saunders & Serna, 2004). With the rapid growth in

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

According to Marta Tienda and Faith Mitchell in the book “Hispanics and the future of America” another problem may be teacher’s perceptions of their student’s abilities.

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

Caring for Latino students and the interaction between teacher and student is the foundation of educational significance. Educators who exercise caring relationships advocate responsibility and prosocial behaviors that benefit Latino students to accommodate to schools’ demands and environment. Caring relationship positively influence academic achievement among Latino students throughout grade school (Monzo & Rueda, 2001). When Latino students notice their educators care about them, they have high academic goals, an increase in motivation levels, and receive fewer disciplinary referrals (Murdock & Miller, 2003).

Attached are a few PDF files. 1) the Padres Comprometidos Overview, 2) a sample of the Padres Comprometidos curriculum, 3) the ESSA Lesson for parents, 4) Strategies for Engaging Latino Parents in Assessment Advocacy, and 5) a sample Tip Sheet

The number of children born to immigrant families is rising faster than any other population in the United States, with 7.1% of foreign born being under the age of 18 (US Census, 2012). According to data from the 2012 United State Census, California is home to one fourth of the total number of people who are foreign born. Schools located in immigrant communities are unlikely to have sufficient bilingual and English as a second language (ESL) teachers as well as other resources needed to integrate children into the American school system (Garcia, Jensen & Scribner, 2009). With changes in student diversity one must question if changes should be made to teacher training to better