Stand And Deliver Movie Citation

One of the adolescences is a unassimilated “cholo”, a Chicano gang-banger, and the other is a leather-jacketed “rockero:, a Chicano heavy metal fan. The older Chicano man interchanges between being a pachuco and a Jaime Escalante “type” while attempting to educate the men how make pizzas. The emergence of the pachuco symbolizes a reflective suggestion to the presumed wonder days of the Chicano Movimiento and proposes an fictional and idealistic mediator of revolution and opposition. Culture Clash ties with the 1988 Ramon Menéndez film Stand and Deliver, also starring Olmos the true-life story of Garfield High School math teacher Jaime Escalante as this pachuco-Jamie Escalante “type” wants the young men to comprehend that they are faces of the similar identity and aspires them to turn out to be progressive examples of Mexican machismo. Culture Clash describes the alteration of Chicano biases in the mass media from a idealized person of opposition that obtains its rule from its rejection to participate with the ordinary to the character of the inspiring math teacher.

As immigrants, parents put much more emphasis on children’s study issues and thus children with immigrant parents are typically imbued with a strong sense of family obligation and ethnic pride, and with the importance of education which may help these children getting better grades. (Shields & Behrman, 2004)

Unfortunately, when you evaluate Hispanic women most likely they did not go to college, or even graduate high school. There may be many factors that determine their circumstance. For instance, they get pregnant and drop out. There may be a lack of motivation to go to school. They might get married at an early age. Even the nature of the culture may play a role, like

In Hispanic cultures, women have to meet expectations. Little girls are taught that they need to find a husband to take care of them. From a young age, they are taught by their mothers to cook, clean and care for their

My parents always wanted to give their children the life they never had. I am Mexican-American, both of my parents immigrated from Mexico to the U.S. before I was born. I have numerous relatives, including my older sister, who do not have the same opportunities I have to achieve success because they are undocumented. For them, college was only a dream that could never be attained. Being the first U.S. citizen out of my entire family affected the way I thought about life. It was expected that I would attend college because I was the only one who had access to all the resources granted to American citizens. Although, I agreed with my family, the pressure to succeed and be a role model to my younger siblings was overwhelming.

Leaving home at the age of 18, loving on my own, figuring how to become an adult, and moving out to college, there were many things being thrown at me in which I was not fully prepared for them. Moving out at 18 is normal for any high school graduate in The United States. Being a Mexican American women it was more than just the net step to life , but a huge accomplishment. Being ascribed into a poor family increased the desire to move forward. My parents did not want me to follow their footsteps into the world of low waged labor, they wanted more. Growing up all I heard from teachers and family members was to go to college. For many it’s the normal thing for a high school graduate to do. For me it was more than socialization it was the path

Education is the key to individual opportunity, the strength of our economy, and the vitality of our democracy. In the 21st century, this nation cannot afford to leave anyone behind. While the academic achievement and educational attainment of Hispanic Americans has been moving in the right direction, untenable gaps still exist between Hispanic students and their counterparts in the areas of early childhood education, learning English, academic achievement, and high school and college completion.

In a 2004 journal by Susan Auerbach, the concept of parental influence and support for Latina/o students is addressed. Auerbach shares that, “Research suggests the pivotal role of parents in promoting students’ college going” (Auerbach, p.127). It is no mystery that parents have great influence over their children, and when a parent is uneducated on how to best advise their child regarding higher education, they are unable to use this influence to encourage attendance. Auerbach states, “Families without a tradition of college going do not have sufficient knowledge to help their children navigate pathways to college” (Auerbach, p.140). According to the Latino Eligibility Study, the single most important barrier to college access for Latino students in California is lack of active knowledge of the steps needed to go to college (Gandara, 1998,2002). Parents of first generation students need tools that can aid in the child’s success and serve as a means of knowledge on what can be a challenging and confusing process. Another issue tied to parent involvement and understanding is that, “Poor and working class Latino families come to college preparation relatively late in students’ careers, with fewer resources and more obstacles” (Auerbach, p.136). The journal supports the idea that Latino/a parents are in need of early access to college preparation education in order to be able to challenge and support their

“Éste es un mundo brillante, éstas son mis calles, mi barrio de noche, con sus miles de luces, cientos de millones de colores mezclados con los ruidos, un sonido vibrante de carros, maldiciones, murmullos de alegría y de llantos, formando un gran concierto musical (Thomas, Down These Mean Streets, 1998, p. 3)”, is how Piri Thomas describes his birthplace, East Harlem. The diversity of cultures, the vibrant street life, the passion and conflicts of everyday life and media portrayal in movies such as West Side Story make East Harlem an exciting and mysterious place. But hidden under the dirty faces of the children is the struggle in the search for acceptance and belong,

Conversely, some believe that Latino apathy toward education, rather than institutional racism, is what impedes academic success. It is their work ethic and lack of familial support that disengages students from the learning process. If Latino students would stop being lazy and commit to their studies and if parents would get involved and show some interest in their children’s education, instead of blaming poor performance on teacher bias, then success would

Hispanic girls often must face another classification because of their race, that they do not want or are not motivated to do well in school. In the past the common stereotype has been that Mexicans do not have the desire or encouragement to succeed in the academic world of school. Motivation in school is influenced by three main things, first how much a group of friends values doing well in school, second the achievement goals set by parents, and third the independence and responsibility one takes upon herself(Goodenow 61, Menchaca 971). In the border region Hispanic

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

Hispanic and Asian immigrant try to take advantage of this opportunity, these young immigrants are given the chance for a free education. The traditions and customs in the different households create an act of behavior for school. “Parental demands, fear of failure, competition and pride are fueling Asia's academic ascension” (Breitenstein para.7). This signifies that Asians are giving high pressure to do well in school which creates a base for the stereotype that Asians are above intelligent than other common races. Hispanics are not seen as highly academic compared to other races. These Hispanic immigrants are grown amongst the responsibility of taking care of their families. Work is the only route in order to create a source of money towards the payment of house needs and wants. Education is seen as optional rather than mandatory in this culture. “Students did not fail; schools failed students” (Acuna para.1). Through education, Hispanics are not seen as potential candidates for academic success. Hispanics are educated in order to fit the standard stereotype of being of a lower class and only having the ability of labor work. Stereotypes of Hispanics and Asians create the idea of how society interprets these two cultures which can create dramatic affects in race

Therefore, the inequality black people receive is well justified in the movie in terms of innate financial disadvantages and well revealed through violence, creating an impactful image to the audience and evoking strong emotions. Segregation of the black people from the white people is also evidently portrayed in the movie, as the story is centered in Brooklyn, a neighborhood that has been exclusively inhabited by black people for decades in New

However, many Hispanic families were and in some cases, still are viewed as lower-class citizens. According to Barrientos, “To me, speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms. It meant being left off the cheerleading squad and receiving a condescending smile from the guidance counselor when you said you planned on becoming a lawyer or a doctor” (561). They are not respected in a lot of communities, they live dirty, and they have bad jobs. These stereotypes are reasons why Barrientos did not want to be called Mexican and never wanted to learn Spanish. If diversity had been celebrated when Barrientos was a child, as it is celebrated and honored now, she would have grown up speaking Spanish and being proud of her heritage.