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Hispanics have the highest dropout rate compared to all the other ethnic groups. The rate is 26%. Although, young Hispanics are positive about their future, they place a high sense of honor towards education, and work hard for their futures. But they are likely to drop out of school to become a teenage parent. They also have a higher risk of being exposed to gangs, and compared to Asians and Whites, Hispanics are more likely to live in poverty. Yet native born Hispanics are less likely to drop out of school or become a teen parent. But U.S born Hispanics don’t always do better, some do even worse than foreign born. Like for example, they are twice as likely to have been associated with gangs, be in a fight, or have been caught utilizing one
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
In today’s society, a huge issue that resonates across cultures is the idea of racially stereotyping an individual or a culture as a whole. Some might join in and take these stereotypes as a joke, and others might believe that these “jokes” are entirely offensive and inappropriate. Although Americans insist on pursuing negative stereotypes associated with Hispanics; because a lot of Latinos are not able to speak fluent English, so they are labeled as “uneducated.” Another common stereotype for Hispanics is that they are all extremely poor and living in poverty because images are constantly seen of them in large groups piling into small vehicles and residences; Hispanics argue that these stereotypes are demeaning and unfair to their culture, because not every Latino is uneducated and living in poverty.
Both the early-exiters and college-goers share these environmental realities, often times living in unsafe neighborhoods, dealing with multiple relocations, cramped living conditions, and overworked parents. The spatial segregation that perpetuates these realities is executed on class lines, where predominantly immigrant neighborhoods generally have more poverty, and as a result have a higher-crime rate. Gonzales explains how this process is cyclical, poorer people have a higher propensity to resort to criminal activity, subsequently the crime rate is higher, this makes less wealthy people want to live in predominantly Latina/o communities, keeping property values low. If the K-12 education largely bases its funding off of property taxes, Latina/os are more likely to receive a subpar education - thus the masquerade of education as the “great equalizer” comes plummeting down, both the college-goers and the early-exiters are subject to systemic failures. Furthermore, the groups not only share similar economic/financial constraints but they both are partially paralyzed by a sense of paranoia, of fear about the consequences of their undocumented status and the status of their family
Eleanor Roosevelt said, “the future belongs to those who believe in the beauty of their dreams.” That statement holds strong for immigrants in America. Equal access to opportunities allows immigrants to achieve the American dream. Their success correlates with America’s success because of the contributions immigrants provide to America. Unfortunately, the current immigration policy in America denies many immigrants the American dream. It is crucial to understand the historical context of immigration in America. Initially, most immigrants were from Europe and were not restricted by any immigration laws. Now, most immigrants come from Latin America but are restricted to severe immigration laws. The Latino/a community is one of the most severely affected groups because the current immigration system disproportionally affects Latino/as. Recognizing how the experience of Latino/a immigrants have been both similar and different in the past from other immigrant groups and dispelling common misconceptions about Latino/as today bring an awareness how Latino/as are affected.
As the Latino population in the United States continues to grow, U.S. Census Bureau, 2001, increasing attention is being turned toward understanding the risk and protective factors of immigrant Latino and U.S.-born Latino children and families. The demographic data relating to Latinos in the United States estimate that one of every two people added to the U.S population was Latino, in July 2009 Latino population was the fastest growing minority group U.S Census Bureau, 2010. Despite the increased risk of growing the immigrant families are in lower risk of Social Economic Status, having parents with less education and limited with language and knowledge about education. Immigrating to one place to another is often the most stressful event
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
Stern, G. M. (2009). The 'Secondary'. Why Latino students are failing to attend college. Education Digest: Essential Readings Condensed for Quick Review, 75(1), 46-49. U.S. Department of Education, National Center for Education Statistics.
Today, the Hispanic population has grown tremendously over the years. We have watched the Hispanics community growth rate grow faster than any other racial and ethnic group in the nation. The Hispanic culture and community has populated all around the United States, introducing new traditions and customs. I was traveling to different to city in the States, I notice the wide spread growth of Hispanic communities, For Instance in Miami the Cuban and El Salvadoran culture is heavy populate in the area. In New York the Puerto Rican culture is dominating through out the several boroughs. I have come around town and Hispanics are known for their good food, which tends to have more diverse people try new cultural customs. Hispanic or Latino Americans are a group of people made up of distinct characteristics. Hispanics or Latinos are defined as a people of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish speaking cultures.
Hispanics will represent more than one-quarter of school-age children in the United States by 2025. These children are more likely than others to be educationally and economically disadvantaged. Presently, 36 percent of Hispanic students live in families whose income is below the poverty line. As a result, Hispanic students are concentrated in high-poverty, largely racially isolated schools, and they often have limited access to the resources needed for academic success, such as highly qualified teachers, small classes, 21st century technology, and modern school buildings.
The documentary “Dropout Nation” shows how difficult it is for students who live in poorer communities to receive a good education and graduate high school. Students and teachers are interviewed in this documentary to show that these students are intelligent but are not able to graduate due to their circumstances. These examples help explain the concepts learned in chapter 10 about social institutions and how it is affected by politics, education, and religion.
One of the stereotypes/myths is, viewing all Latinos/Hispanics Americans as illegal aliens, most Latinos/Hispanics do not fall into this category because the majority are U.S. citizens or legal residents. Another stereotypes/myths is, viewing all Latinos/Hispanic Americans as lazy and as poor workers, the Latino/Hispanic community supporters argue that it is difficult to understand how someone can work from dawn to dusk in the migrant farm field each day be called “lazy” and “poor worker”. Additional stereotype/myths is, perceiving Latino/Hispanics Americans as uneducated and uninterested in educational pursuits, that according to the previously mentioned 2010 Census, 63 percent of Hispanics 25 and older have at least a high school education;
Latinos face a lot of discrimination when they come to the united stated or they try to assimilate to the American culture. Most immigrants have to deal with the police investigating them because they think they are all drug dealers or are in some type of illegal organization. They also have to deal with people calling them names because of their skin color. Americans also accuse Hispanics of stealing their jobs (Ramos, 53). They also face seeing racist graffiti on homes or wall of a building and they have to face hate crimes (Plunkett, 15). They sometimes get excluded from white communities (Plunkett, 39). Latinos are also blamed for serious problems the country faces (Ramos, 195). There are reasons for Americans to discriminate Latinos and reasons why they shouldn’t discriminate them.
For example, Hispanic immigrants are far more prone to commit crimes than Japanese immigrants. This makes it unfair to consider that because a Japanese person is an immigrant, they are also more prone to commit crimes. Much like in the past, the public debate over immigration today is laced with myths and often portrays immigrants as uneducated, unemployed and, because of various social- and health-related problems, are a drain on our welfare and healthcare systems.... ... middle of paper ...
The impact of discrimination among Latino adolescents of immigrant parents was analyzed in a study conducted by Lopez, et al. (2016). “Discrimination is associated with negative mental health outcomes for Latina/o adolescents. While Latino/a adolescents experience discrimination from a number of sources and across contexts, little research considers how the source of discrimination and the context in which It occurs affect mental health outcomes among Latina/o children of immigrants” (Lopez, et al., 2016, p.131). The study examined discrimination from specific sources such as teachers, students and co-ethnicities and the percentage of Latino students in the school’s population. “The findings indicate a need to reduce discrimination to improve Latina/o adolescents' mental health” (Lopez, et al., 2016, p.131).
... which is often times related with less physical activity, poor eating patterns and being dangerously overweight. Hispanic youth that are born in the United States are at an increased likelihood to be overweight, compared to Hispanic children born outside the United States. “A study found that the obesity rate in California is almost twice as high among Latino adolescents born in the United States compared with the rate for Latino adolescents not born in the United States.” This assimilation to the lifestyle of individuals in America is connected to the significant decrease of physical activity, accompanied with the endless options for quick and convenient fast food selections.