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Stand and deliver movie analysis
Stand and deliver movie analysis
Stand and deliver movie analysis
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Final Assignment: Story of Jaime Escalante
View the movie Stand and Deliver (Menendez & Musca, 1988), which is based on the true story of Jaime Escalante, an individual who overcame ethnic, cultural, and socioeconomic issues to become a highly successful mathematics teacher. Discuss the beliefs he held and the strategies he employed in his classroom that contributed to high achievement levels in his students. Relate this information to research on the subject.
A Bolivian-born science and mathematics teacher, Jaime Escalante, migrated to East Los Angeles, California in the 1960’s. He found himself teaching at-risk Hispanic youth, because of language and socio-economic struggles, many had dismissed them as unteachable. By 1982, Escalante had advanced his students enough they were able to excel on the AP Calculus Advancement exams. With Escalante’s determined and encouraging attitude, he was able to reach students many had given up on.
Life of Jaime Escalante
Jaime Alfonso Escalante Gutierrez was born in La Paz, Bolivia on December 31, 1930. He was the second of five children born to Zenobio and Sara Escalante. His grandfather and both parents worked as
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He strived for tougher standards and stricter accountability for students, their families, and teachers. Garfield High School was notorious for violence, drugs, gangs, and low graduation rate. Garfield being 95% Latino, 49% were not proficient in the English language and 80% were below poverty line. Escalante believed students should be challenged by the teachers versus being held to such low standards. He demanded quality textbooks, he personally searched and tested the textbook to be used in his classes. Within five years he was able to start the first calculus class. He is quoted in his book, “I found early in my career that children learn faster when learning is fun, when it is a game and a challenge.” (Escalante, 1990, page
Valenzuela utilizes various compilations of research to construct her exceptional argument regarding the issue of subtractive schooling with regards to 2nd generational immigrant students. She thoroughly analyzes and assesses the multitude of differences between 1st generation and 2nd generation students and their affinity for education. She divides the topic into 3 categories and asserts how each one adds to the issue of inadequate education for Mexican/Mexican-American students in the US public school system. Her research is conducted at Seguin (pseudonym) High School in Houston, Texas. She examines the effects of substandard education in regards to the students and their academic performance. She uses quantitative and qualitative research
Even if the willingness to attend and learn was there, he aimed to condition the students into following the rules, avoiding tardiness. An additional example would be when three students refused to answer the quiz, as a form of rebellion in school, Escalante punished the leading student by “being the show” of the cases, wherein he let her sit in front of the class as they were taking the quiz. The student’s associates were pressured into doing the quiz, seeing the effect of the student’s action, thus affecting their present decisions. His punishments were not degrading an individual’s dignity, even if he was playing with their insecurity and guilt from their own
The Latino Generation: Voices of the New America is a book written by Mario T. Garcia. This book tells the individual life stories of individual Latino Americans all attending the same class at University of California, Santa Barbra. The book discloses stories and events told by 13 students each who narrate from first person and give us a brief description of their life. The book is composed of 13 sections with an additional introduction and conclusion (Garcia, Kindle). Within this reflection I will describe the key points within this book and compare the stories within this book not only to each other, but also to additional stories of Latino Americans and how Garcia’s book rids the general public of misconception of Latinos.
Cesar Chavez was born in 1927 to a farmer in Meza, Arizona. When Cesar was 10 years old, his father lost his farm and the family was forced to become migrant farm workers in California. During this time he would encounter the conditions that dedicated his life to changing: wr...
Tara J. Yosso’s book Critical Race Counterstories along the Chicana/ Chicano Educational Pipeline uses a unique set of critical race counterstories focused on teachers and students in the Chicana / Chicano community. It reveals a great deficiency in appropriate U.S. education and investment but demonstrates the richness of the culture of minorities and interest in innovative approaches to education. This innovative work, in comparison to works published by many leading researchers, uses critical race theory to give stories along the educational pipeline from primary school to university. It is an absorptive work giving voices to the largest minority in the United States, presenting the latest demographic research on the status of Chicana / Chicano students’ education at the time of its publication in 2006.
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).
"Status Of The Historiography Of Chicano Education: A Preliminary Analysis." History Of Education Quarterly 26.4 (1986): 523-536. America: History & Life. Web. 13 Sept. 2016.
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
This essay was written in order to find some relation between two great men W.E.B. Du Bois and Jose Marti, and how they strongly believed in not losing one’s self while fighting to adapt and overcome difficult yet exciting new times in the world for both of their respective cultures. Their emotions become evident in their writings, Souls of Black Folk and “Our America” respectively. Both men have the opinion that their cultures may overcome such hardships that they are facing during their respective time period but not by following the path its current leaders are leading them down. Changes must be made and these two men came forward with plans, ready to implement, if given a chance.
As the fastest growing racial or ethnic group in America's public schools, Hispanic students have the unique potential to positively affect the economic and cultural future of the United States. Ensuring the promise of this diverse group of learners requires the attention and commitment of the entire country. We must work harder to close the educational achievement gaps between Hispanic students and the nation as a whole. This must begin with high expectations for achievement, clear goals for what must be accomplished, and specific benchmarks to measure our progress.
Salinas, C. (2004). "Creating Successful Academic Programs for Chicana/o High School Migrant Students: The Role of Advocate Educators." The High School Journal 87(4): 54-65.
Both Erin Gruwell in Freedom Writers and Jamie Esclante in Stand and Deliver faced students stuck in low-income backgrounds and neighborhoods of crime. Despite the low achievement of these students, both teachers were able to foster a mastery of a subject to their students. Even though the subjects of English and math are extremely different, one method united both teachers and allowed them to teach their students effectively— trust. Erin and Jamie were successful because of the trust they put in their students.
Chicanos have faced inequalities in segregation of school, unequal treatment of school officials and the ban of ethnic classrooms. They did not accept being walked over without a fight. There was many victories and loses that provide changes in the education system but not all have been resolved. Their struggle in education will continue and to ensure the changes are being met, we must provide the equipment such as facilities, teachers, programs; supports of family, teachers and educators; and provide the funding need to improve the education resources.
Tests measuring students’ achievement demonstrate that particular groups of students score far below students of other groups. Records indicate that the discrepancy in the academic dominance of certain groups over other groups is strongly associated with socio-economic status, with lower achieving students typically hailing from increased poverty-stricken backgrounds. While poverty is exclusive to no one particular ethnicity, it exists in disproportionately high rates among Hispanic and Black communities and their students. The root of this gap in educational achievement has been shown to be multi-faceted, with origins undoubtedly dating back centuries (EdSource, 2003).
I decided to write about the influence of race and ethnicity on a person’s educational level. I was born and raised in the Dominican Republic where, within my social group, schooling and education was deemed as an essential part of life. In the United States, however, there exist a greater number of racial and ethnic groups, and it is evident that an achievement gap exists among these groups. Here, Dominicans are marginalized as part of a Hispanic minority group that does not achieve the educational status of other groups, such as Whites or Jewish. I chose to write about the disparity of education within races and seek to answer how race affects a person’s educational level.