My object of study is Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture. Historically women have been conditioned with a patriarchal system, which a woman’s domain should be at home, to be a homemaker. The ideology of inferiority can and will justify the deprivation of natural born rights. During the progressive area and women’s rights movement women wanted to be seen as people, they wanted to have rights to own property, negotiate wages, legal documents, access to birth control, and the right to vote, those women who had the voice to deal with these issues were white upper and middle class women. During this time Hispanic women, amongst other minorities, were fighting battles against racism, segregation, exploitation in the work force, access to a good education, and oppression through Hispanic culture. It is not just a struggle to be Hispanic overcoming the inequalities within the education system but to be a Hispanic women within the education system has greater disadvantages. This case study will investigate what forces contribute to the inequality within the education system for Hispanic women in the United States. The topic of Hispanic women experiencing inequality in education due to the social constructs of subordination and Hispanic culture is of interest to me because I am Hispanic and have fallen victim to the social constructs of subordination of women, within the Hispanic culture and educations system. Living in Chandler, Arizona during my adolescent years allowed me to experience two forms of education, public and private schooling. In Arizona, Charter schools are as common as public schools in California. Charter schools similar to Private... ... middle of paper ... ...will have no choice but to invest in Hispanics because they will be the majority and will big a big part of the work force. This will affect the communities socially as they will become more diverse, possibly evening out the plane field with class and gender for Hispanics and eventually all minorities. In conclusion my object of study that Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture, has several factors that support my argument. Latina women are suppressed through Hispanic culture with the ideology that a woman’s domain is within the walls of her own home. However, there has been a greater turnover rates in high school graduates amongst Latinas they are still falling behind due to lack of resources and the restricted patterns of opportunity perpetuated through transformative assets.
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 Bettie’s analysis of Mexican-American and white girls, she finds that race, gender and class are extremely crucial in the outcomes and futures of these girls. The unmentioned and hidden effects of class, race, and gender provide the explanation for much of the inequality seen between the white middle-class girls and Mexican-American working-class girls. Much of this inequality is itself perpetuated within the school system, both by the faculty and students.
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
1. According to Pizarro, “Chicanas and Chicanos face the highest dropout rates of any major ethnic group in the United States- as many as half of a given cohort of Chicana and Chicano students does not complete high school- and their relative educational outcomes have been stable or have worsened over time.” (Pizarro, 1).
Latino grassroots politics in the academic realm has been considered as predominantly Chicano in nature. However, the geometry of this academic sector is no longer one dimensional, due to the formation of a Chicana feminist consciousness; the rise of an identified gay community within the Chicana/o student populace; and the emergence of “Latinos” in era of Chicanismo, The abrupt growth of Latinos (e.g. Spanish speaking of Mexican, Central or Latin American decent) in the United State’s educational system led the general population to characterize them as subjects on the cusps of political power and influence. But this widespread depiction of Latinos as an untapped potential is intrinsically linked to an impression of civic cohesion within the Latino student population. Although there is a correspondence between these parties in terms of the alienation they have felt and the discrimination they have endured throughout their academic careers, there is a minimal collective effort in confronting against their oppressive status. This is mainly a result of conflicting ideologies and social agendas within the Latino student community, as well as the relegation of Hispanic subgroups into the lower echelons. Latino students, nevertheless, have demonstrated their capacity, when both Chicanos and the marginalized Hispanic subgroups join efforts to reach a communal objective. This debunks the historical notion that Chicano students are the only group of Hispanics in the academic sphere that have been actively challenging the processes of social exclusion, and also displays the capacity of a collaborative effort.
Women have to face a lot of oppression from the patriarchal world we live in, and are treated like object by the male dominance, especially if you are women raise in a Latino culture. A journal article, “Domestic Violence in Hispanics in southeastern United States: A survey and Need Analysis”, by Carolyn Murdaugh, Salena Hunt, Richard Sowell, and Irma Santana states the high domestic violence occurrences in the Hispanic community. The article states, “Latina in the US, with 54.9% reporting violent victimization” (Murdaugh, etc. 107). In almost every culture, patriarchy exists, expecting that female existence to be inferior, and more like an object than an equal. All women in their lives have face oppression, abuse, or harassment because they are women. A woman is not supposed to be an independent persons, they are expected to be a servant for male dominance. When women break away from these sexist norms, they are prosecuted as a whore or are beaten as a punishment. In the traditional Hispanic culture, if you do not take the role of the virgin, mother, or wife, you are judged and criticized of being a whore. Hispanic mothers and fathers have been telling their little girls and women that they must obey their husband. Also, men have been learning throughout their whole life is to be superior and abusive in order to maintain discipline in the household. It is a Hispanic tradition, so it not completely fault of men that women are being treated this; it is society and it is hard to break away from it. Society has portrayed women or the feminine role to be weak and inferior to the male dominance. People believe because of the feminine side, women should be discipline and treated as object with only sexual purposes. I believe that Latinas should have the rights to live their lives, without being criticized of what they done.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
Child rearing and family structure within the Hispanic culture is noticeably different than what is present in the mainstream Western culture of today. One apparent difference is in gender roles. There exists a vastly different expectation in Hispanic culture for males and females. The male is considered to be the independent breadwinner, and the head of the household. Accordingly, the female role is one of submission and provider of childcare. In contrast, it is more than acceptable in Western culture for a female to maintain a non-traditional role. Hispanic culture additionally differs from Western culture in the traditional makeup of the family. Within Hispanic culture the extended family plays a huge role
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 making it seem it is okay not to go to college or finish high school. Or sometimes they may not have a role model to encourage them to do better. All these factors may be the cause of this circumstance, but it doesn’t have to always be the excuse. As a high school senior, I have noticed more and more pregnant girls; most of them Hispanic. Many of thes...
Traditionally Latina woman are not encouraged to pursue higher education. However, I saw my sister go to the university and become a dentist in México, for that reason I want to research how many Latinas women in the United States pursue a higher education. During my research, I find out that more Latinas are going to college and more Latinas are prioritizing college before love. They want to become self – sufficient but also along the way, some Latinas are still dropping out of high school.
The idea that a woman’s job is to be a wife and mother is old-fashioned, but not completely out of style. Though these roles require a great deal of talent, resilience, patience, love, and strength, to name a few, they are often underestimated or depicted as simple. Especially in modern times, many women in the United States who stay home to raise a family are viewed as anti-feminists, whereas women in Latin America are not criticized for similar actions. In recent decades, more Latin American women have started to break the mold, daring to be both sexy, and successful in the workforce, while remaining pillars of domestic life.
...gs for the U.S. general population, Mexican-American females had a significantly higher need for mobility than their male counterparts.
Women in Mexico and the United States of America have played an important role structuring their society and elevating their status. Between 1846 and 1930, the stereotype and position of women within these countries differed vastly from one another. While various traditional roles of women remained the same, the manner in which they were viewed differed. In many ways, women in Mexico held a higher position than those in the United States during this time.
During The Great Depression and World War II, large numbers of Mexican women and men joined the workforce, unions, and other organizations (Page 212). The workplace allowed Mexican women to socialize with one another and they finally for the first time experience what it is like to be independent without relying on any man. “By 1930, some 25 percent of Mexican (and Mexican American) women were in some kind of industrial employment” (Acuna 215). However, Mexican Americans were paid less than a white American, especially Mexican women. In order to for Mexican and Mexican Americans to fight for their rights to be paid and be treated like a white American, Mexican women formed labor unions that would you united them and protest against the owners
Kanellos, Nicolás, Felix M- Padilla, and Claudio Esteva Fabregat, eds. Handbook of Hispanic Cultures in the United States: Sociology. Houston: Arte Publico Press, 1994. Print.