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Racial disparities in the education system within the united states
Current trends in college readiness
Current trends in college and career readiness
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The current trend in lack of Latina/o students attending college combines a lack of college readiness with a deficiency in resources to prepare this student population. More and more higher education scholars are accepting these deficiencies as roadblocks to college access, and are looking to preparation programs and parent educational resources as a subject worthy of consideration. There are many different challenges being faced by this population, a population that is according to Oliva and Nora, “the fastest growing minority population in the country”(Oliva & Nora, 2004). Research shows that “less than 43% of Hispanic high school students are qualified to enroll in 4 year institutions”(Saunders & Serna, 2004). With the rapid growth in population, this minority group needs advocacy for equal opportunities in higher learning now more than ever.
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 recover 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 thei...
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...ation, 5(2), 78-95.
Oliva, M. (2008). Latino access to college: Actualizing the promise and potential of K-16 partnerships. Journal of Hispanic Higher Education, 7(2), 119-130.
Oliva, M., & Nora, A. (2004). College access and the K-16 pipeline: Connecting policy and practice for Latino student success. Journal of Hispanic Higher Education, 3(2), 117-124.
Saunders, M., & Serna, I. (2004). Making college happen: The college experiences of first-generation Latino students. Journal of Hispanic Higher Education, 3(2), 146-163.
Stern, G. M. (2009). 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. (2003). Status and trends in the education of Hispanics (NCES 2003-008). Washington, DC: U.S. Government Printing Office.
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
Tara Yosso’s is a motivational, informational book that gives us an insight and awareness of how the Chicana/o students struggles throughout their education in the American society. Critical Race Counterstories Along the Chicana/Chicano Educational Pipeline, portrays how Latino students have been marginalized in the educational system. Yosso addresses the problems that might be hindering students of color to drop out of school to continue to higher education. She does this research by analyzing various situations that still happen in the K-12 educational system, as in high school, and higher education. Yosso also addresses counterstories to better understand the experiences and struggles Chicanas/os go through in their schooling. Counterstories are important to be able to know what Chicanas/os struggles go through. Also tells about the outcomes that Chicanas/os have overcome when they are in a situation were they ate being underrepresented and how they have been dealing with these unequal educational opportunities. Her book addresses, awareness of how the Chicana/o culture is being underrepresented in the American educational system. It gives an understanding of why the Chicana/o students are leaking out of the educational pipeline. It also shows the obstacles this Latino students have to face to be able to make it through the educational pipeline. Chicana/o students want to continue to higher education they have to transform the educational system and acknowledge this culture to be successful instead of setting them to failure. Furthermore, this critique will analyze the strengths and the weaknesses of Tara Y...
In the book “Academic Profiling” by Gilda L. Ocho, the author gives evidence that the “achievement gap” between Latinos and Asian American youth is due to faculty and staff of schools racially profiling students into educational tracks that both limit support and opportunities for Latinos and creates a divide between the two groups. Intersectionality, the ways in which oppressive in...
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.
Everett pointed out the favorable circumstances provided by public community colleges which created access for first-generation students. She divided access into five categories: financial, geographic, programmatic, academic, and cultural/social/physical accessibility. She went on to elaborate the different ways in which these elements aided first-generation students in attending college. She concluded the article with a few challenges faced by first-generation students and the programs that were implemented to combat such challenges.
If we talk about undocumented immigrants in United States, we usually focus on the benefits and jobs they take from our country, but have we ever stood in their shoes and imagine what life is like for an illegal immigrant? To live as an undocumented immigrant is a bad situation, but I believe to be a child of an undocumented immigrant is even worse, because their choices are limited and they are unaware of their rights to attend colleges. In this research, I will focus on undocumented immigrant students, who are unable to afford for higher education, and the fear of their unknown future which is mainly cause by their undocumented status. The largest invisible group in America, to explore “what are the struggles and unsolved problems of undocumented students?”
The First part of my research showed more Latinas women are going to college, and their graduation rates have increased faster than any other group of woman. According to Maresshah Jackson (Center for American Progress) November 7 2013. Graduation rates for Latinas where 31.3 percent in 2010, still significantly lower than graduation rate for white woman at 45.8 percent. However, Latinas are the faster- growing female population in the country, but still lower graduation for college Jackson said Latinas hold only 4.4 of the degree earned. Because of these low graduation, rate some, famous people such as actress Eva Longoria have donate, money and time to the University of Los Angeles to hire more Latino teachers to help more Latinas obtain a college education.
Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the students graduate. But opponents of these critics blame an entirely different issue; and that is illegal immigrant students over crowding and attending high school at the expense of taxpayers. It cost millions of dollars a year for illegal immigrant students to attend high school and this is the main reason why schools are experiencing budget problems. Teaching illegal immigrant students creates a difficult learning environment and that is why students in inner-city high schools are not moving on to a higher education. This paper will explore the controversy and issues of secondary education; it will expose the hidden truths and prove that illegal immigrants are taking a toll on the education system.
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.
Growing up in a Mexican household where education isn’t a priority or important has been one of my major obstacles that I’ve had to overcome. Although my family’s culture believes that education isn’t necessary their experiences and lifestyles have influence and motivate my choices for my future. I come from a home where I have no role model or someone influential. I have no one to ask for advice for college or anything involve in school. In most homes, older siblings help their younger siblings with their homework or projects but in my house no one was able to provide me with any help. I grew up to be independent and to do anything school related on my own. My parents are both immigrants who didn’t get to finish elementary
2. “Mexican Americans as a group fail to achieve well on standard tests of academic achievement, and they do not do as well as their Anglo counterparts in the more subjective evaluations of achievement.” (Carter, 17).
Higher education institutions need to make a concerted effort to recruit and enrollment Latinos in their graduate programs. Latinos need to be given the opportunity
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.
While overall college enrollment and graduation rates have risen for all minority groups, there continues to be concerns for this segment of the population, particularly for African American students. Even though there have been significant increases in enrollment and graduation figures over the past several decades, issues concerning retention persist. About 30 percent of African Americans who enroll in college drop out prior to degree completion (Rye, 2009). This is further documented by Museus (2011) who reports that less than one-half of minority students who begin college at a 4-year institution achieve a degree within 6 years. This is significant since college retention has been linked with both self-efficacy and future academic success (Brittain, Sy, & Stokes, 2009).
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