Education is the key to success. That is a phrase that is often used to describe the importance of education. However, there is a large group of people that are falling noticeably behind in education: Latina women. The percentage of Latina women who go to college is much smaller compared to women of other racial demographics. In 2007, 8% of Latinas had degrees compared to 70.8% of white women with degrees(Latinas in the Educational Pipeline). Over the years, drop out rates and college enrollment have increased but Latina women are still not going to college at the rate they should be. There are a variety of reasons as to why Latina women are struggling to increase their numbers on college campuses. Most of those can be fit into a couple of
In the article “The Latino Education Crisis” by Patricia Gandara who talked about how the rate of Latinos that are educated and graduates from school are so low and how they have low income because most of their parents are not educated and he also stated some solutions that can help like starting an early childhood education to help the student to have more educational interest and so many more. I agree with the author that Latino are facing allot of educational crisis because most of them are less educated, they have less income in their families because parents don’t have enough money to send their children to schools and because the parents lack education. I believe that there are solutions like focusing on early education
Obtaining higher education is regarded as the ultimate symbol of status in the United States (US). Access to a college education in this country is seen as an expression of academic excellence and can provide access to unlimited possibilities. In the US, Ivy Leagues are considered the elite and represent the most powerful ideogram of educational opportunity. According to the National Center for Education Statistics [NCES] (2012), from 1999–2000 to 2009–10, the percentages of both master's and doctor's degrees earned by females increased from 1999–2000 to 2009–10 from 58 to 60 percent and from 45 to 52 percent. The NCES report (2012), found that in 2009-10, of the 10.3 percent Black students who earned Bachelor degrees; 65.9 percent were women. Of the 12.5% of Black students who earned Master’s degree in 2009-10, 71.1 percent were women; and of the 7.4 percent of Black students who earned doctoral level degrees (this includes most degrees previously regarded as first-professional, i.e. M.D., D.D.S., and law degrees), 65.2 percent were women (NCES, 2012)...
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.
“What kind of society made it possible for women to act independently, even when this caused conflict with the men around them” (Gauderman 132)? The Spanish system was socially, administratively, and politically decentralized, and the family was also part of the decentralization. One of the objectives of this decentralized system was to prevent any individual or group from consolidating a position of absolute control (126). Equality was not the goal of the legislation and the state, but to uphold social and legal norms (1). Gauderman gathered her information from legislation, civil and criminal litigation, city-council, and notarial records to support her theory that women had a significant role in colonial Latin America (5).
I was once told I had the world in my hands by my vice principal. The reason for his statement was because I was a Hispanic young woman with above average grades, and my involvement in extracurricular activities. Why was being a Hispanic young woman so much more special? This is where the harsh reality set in; Hispanic women have the tendency to not achieve their goals.
Educators, parents, policy makers, and institutional leaders all play a vital role in the advocacy of Latino/a students on their journey towards higher education. Access to information on how to attain higher education and practices needed to plan for the next steps, are necessary in preparing for the future. As the Latina/o population continues to grow in the United States, it is important to understand what their educational outlook is in regards to higher learning. This literature review will examine the roadblocks facing Latina/o students, including, parent involvement and understanding, family influence, preparation programs, and school support, and explore ways in which educators can work towards making college access a more frequent reality for Latina/o students. Parent Involvement and Understanding To begin to understand why Latina/o students find themselves significantly behind their Caucasian peers in college access, we must first look to the home and examine the relationship the parents of this population of students have with higher education.
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.
“Poverty and exploitation of women in Latin America can never be alleviated because they are rooted in machismo,” meaning that because of the way society was run in Latin American, women can’t advance from the ancient state of mind that they belong in the private sphere and should stay there, because only men are good enough to be out in the public sphere. The reason why society was run in this manner, was because of the machismo feeling engraved in the minds of men and, in some cases, women in society. Alicia, Carolina, and Nancy don’t really have any other choice, than try to survive on their own by doing acts that are not “approved” by the society they live in. Even now, because of their actions, we could even disagree with the way they decided to approach their situation, because even now a day, we could think that selling one’s body or being involved in “off the book”
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).
When Mexicans and Puerto Ricans moved to Chicago in the late 1900s, they encountered many issues without any help. Cases of domestic violence and lack of education and jobs emerged in the Latino community. Latino immigrants populated the Pilsen neighborhood and didn't have many services or resources available for them when they needed assistance. After no signs of improvement were apparent, 15 women stood up and decided to make a change of their own. Mujeres Latinas En Accion formed to help Latina women and their families by providing services, fighting for the better of Latinas and giving help to those who need it.
It can be hard for a latina woman to be taken seriously in an education based profession. Stereotypes and unfair inferences are the cause of such hardships. The ethnic studies professor at Washington State University, Carmen R. Lugo-Lugo is no exception. She faces many obstacles a latin professor likely would face while teaching students about ethnic studies. The majority of professors students encounter are often white males. Lugo-Lugo realizes this and makes countless attempts at showing her colleagues and students that she is at their level. She writes many articles about her area of expertise. What she focuses on is society's views of race, sexuality, gender and culture. In the article “A Prostitute, a Servant, and a Customer Service Representative: a Latina in Academia” the author Carmen R. Lugo-Lugo demonstrates usage of ethos, pathos and logos to persuade her audience to be more culturally
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.
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.
However, Hispanics also has a gender role with the highest dropout rates; can you guess what gender has the highest dropout rate? If you said men, then you are incorrect. Actually women have a higher dropout rate than men. Women are also known to be less likely to graduate from college and earn a college degree because most women dropout before even being able to graduate high school. Women drop out for several of reasons, whether they get pregnant, have personal issues, are gang related, or have financial issues at home. Census Bureau statistics has shown that women of the ages of 16-24 dropout rate is 30% and only 10% of those women complete four or more years of college. It is a low percentage of women who attend college and
The recent United Nations Fourth World Conference on Women concluded that if women are to advance their status socially, economically, and politically, they must have access to high quality education (Albright 1996). Although women in the United States have steadily increased their educational status, millions still have a problem obtaining appropriate education and training because "[r]ace, class, and gender assumptions organize American society in ways that put all women, but especially low-income women, at a disadvantage" (Laubach Literacy Action [LLA], "Facts about Women's Lives" n.d., p. 1). The fact that 23 percent of the women in the United States aged 25 and over have not gone beyond high school (ibid.) reveals that, as a group, women are still educationally disadvantaged.