Subtractive Schooling Chapter Summary

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

Every classroom in America is made up of multiple cultures with many different believes; however, regardless of culture or beliefs all students should receive the best education possible without losing their identities while in the process. Culture is a way of life of a group. Culture and learning are connected in significant ways and for this reason having an understanding of different cultures and learning processes should provide an outline for instructional decisions (Guild, 2001). The first step a teacher must take is to gain an understanding of each child culture. This paper will examine the Hispanic culture, discuss how a teacher could build global awareness and understanding, and incorporate diverse social and cultural views to create innovative methods to solving problems in his or her classroom.

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 curriculum for English-Spanish Learners (ESL) or English-Language Learners, was created to assist students who do not speak any or little English. Angela Valenzuela describes in her article, “Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.~Mexican Youth,” that

I am a U.S. born citizen. My parents moved to the United States in 1984 without knowing anything about this country. Looking for a fresh start and new opportunities, my parents settled in Houston. With hardly knowing any English, my parents knew this was the place to make dreams become a reality. Luckily, I had older siblings to look up to whenever I needed help. Like Lahiri, I was trapped in between two different cultures while I was growing up. At home, I only spoke Spanish, but in school it was English. My habits and customs were different than others. Life as an immigrant’s offspring can be very difficult. As I grew older, I allowed myself to open my eyes and see the beauty of being an American from Hispanic descent.

Professor. Guadalupe San Miguel Jr., the author of Brown, Not White: School Integration and the Chicano Movement in Houston, is a scholar of history. Born of Mexican parents, Prof. Miguel finds himself passionate about issues of segregation and minority’s rights violation. Prof. Miguel is widely schooled and specialized in Mexican education. He attained his

The concept of schooling, and how it differs from education, takes center stage in Angela Valenzuela’s Subtractive Schooling. The book is the culmination of a three-year study of Seguin High School in Houston, TX. Using data analysis as well as extensive observations and interviews, Valenzuela puts a face to the numbers. A significant portion of the book focusses on the role of language in terms of its application to culture. The book also shows a road map to creating relationships with our disenfranchised youth that will lead to authentic learning and positive changes in school culture. Valenzuela’s Subtractive schooling offers a sordid and shocking tale of “what could have been.”

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.

Good, M. E., Masewicz, S., & Vogel, L. (2010). Latino English language learners: Bridging achievement and cultural gaps between schools and families. Journal of Latinos & Education, 9(4), 321-39. doi: 10.1080/15348431.2010.491048

Acculturation can determine whether a first generation Salvadoran American student’s pursues higher education. As new immigrants immersed in the American culture, they have to adapt or comprehend the culture acceptable “behavior, values, language, and customs” in order to educational succeed (McCallister 2015). Moreover, California is a diverse state that first generation students come across a dilemma of longer period of time to dominate the native language. For instance, Lucy grew up in Central California, in a small Hispanic enclave. As a result, Lucy was exposed to Spanish conversations at home and in the community, except in the school. School provided Lucy the opportunity to apply the immersion technique:

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

Immigrant and multilingual youth face many challenges while getting an education. There are programs, laws and curriculum created and put in place in order to help further them in their educational goals; but these end up causing more harm than good. This is referred to as subtractive schooling. In this paper we will briefly go over what subtractive schooling is, what causes this to occur and what could be done to fight this type of schooling.

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.

Mexican Americans in the education system have been treated unfair. From the Mendez v. Westminster to the low number of students graduating from high school and moving to a higher institution shows that the system has done nothing to help these students. By the help of the community wealth theory many of the few numbers of scholars who have been able to reach these higher institutions have been able to put families, schools, peers, and other influences for their benefit and for helping them enter these systems which are not welcoming to them. Various aspects of these systems need to be change from the diversity of teachers and desegregation in and within schools around the US which would influence the communication and thoughts that Mexican

There is one personal story that I have never told anyone, because I feel kind of ashamed if I talk about it. I actually have no knowledge of American History; even I went to the full four years public high school in America. That is why I am questioning the education system in the United States. Instead of spending countless periods in regular History and Biology classes without understand any materials, why schools do not offer History and Biology classes but just for ESL student, using simple and easier form of English to understand, so immigrant students can actually learn more about the subjects. In the addition, schools should also give an instructional program that give English language learners access to academic concepts and skills. Therefore, I certainly believe if there were program and curricular alternatives for students with limited English proficiency, students would not experience a difficult time with their school. Moreover, research has showed that due to these difficulties that immigrant students have to face, there is a high dropout rates among language-minority secondary school students. For example, Hispanic students are more likely than White students to leave school during their high school years (10% versus 4%; National Center for Education Statistics, 1996). In 1994, the number of Hispanic students aged 16-24 who had not completed high school and were not enrolled was 30%, as compared to 8% for White