Students ownership of the text made Latinos’ feel “socially valuable, personally justified and were therefore inclined to claim space and speech” (Vasquez, 911). Students in general must feel accepted in any institution to succeed and by Ethnic studies courses implementing literature by diverse authors into their teaching plan, Latino students become academically engaged to participate and exceed. Based on the responses of this case study I can assure that Ethnic students respond well to a curriculum designed around their culture and language.
Ethnic studies has shown to increase Latino student’s identification with their ethnic origin and this further increases their academic achievement. In the research “Racial-Ethnic Self Schemas and Segmented
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Those students who held a thin identity with their ethnic origin were associated with lower achievement. Bicultural students were believed to have a higher achievement because they also focused on overcoming obstacles of the mainstream society as well as their ethnic origin obstacles. Ethnic studies can enhance student identification with their ethnic origin. Ethnic studies provide Latino students with the histories and experiences of their origin. An issue that this research encounter with is that from the time of immigrant’s through following generations, many Latino students’ are identify less with their ethnic society and this will lead to downward achievement mobility. When a curriculum is culturally relevant to the students, it demonstrates a respect towards that student, which will eventually trigger a thick in group ethnic identity. Ethnic studies has a curriculum that is culturally relevant to Latino students’ not only are the books culturally relevant but also the instructors show a deep respect for the student’s ethnic origin and this does increase academic …show more content…
Geneva Gay argues “It is a powerful way to expose students to ethnic groups, cultures and experiences different from their own to which they may not have access to in their daily lives… it helps students cross cultural borders and improve understanding of insider and outside perspective on cultural, ethnic and racial diversity” (Gay, 142). In Moving Beyond Tolerance in Multicultural Education by Sonia Nieto, a Professor Emerita of Language, Literacy, and Culture, School of Education in University of Massachusetts supports Geneva’s Gay statement regarding the purpose of multicultural education. In Nieto’s articles she begins by asking a school principal what multicultural education means to her and she answered ‘We want our students to develop tolerance of others…The greatest gift we can give our students is a tolerance for differences.’ Although Nieto believes, tolerance is important for multicultural education to succeed she wants multicultural education to go beyond accepting someone’s differences. Nieto wishes that multicultural education would introduced acceptance and respectfulness of diversity. “Acceptance implies that differences are acknowledge and their importance is neither denied nor belittled. It is at this level we see substantial movement toward multicultural education” (Nieto, 4). Ethnic studies can
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
Reading Chapter four of Ethnic Studies Issues and Approaches, by Philip Q. Yang, one receives a profound understanding of ethnic stratification. First of all, Yang describes ethnic stratification as a “institutionalized ethnic inequality” (61). This definition means the system of ethnic/social rules allowing certain ethnic groups to have access to more wealth and resources, which is unfair to the minority groups. There is a division between majority and minority groups, this is based on who is given more power, wealth and resources not because of a larger number of an ethnicity group. According to Yang, White people are the majority in the United States, but they are called majority for their share of wealth/power unlike the minority group.
Whether children of Mexican immigrants adopt pan-ethnic terms (Latino, Hispanic), American identities, or identities rooted in their home country (Mexican) reflects how they view themselves in relation to the ethnic stratification system in the United States (Tovar, Jessica, and Cynthia Feliciano, 2009). Biculturalism may be expressed using a Mexican-American self-label, as opposed to either an American or Mexican label (Rumbaut, 1994). For those who are viewed as non-white in the United States (including most recent immigrants from Mexico and their children), ethnic identity development is an important part of overall adolescent identity formation, and may be especially complicated for those who grow up in the United States, but have parents from another country (Rumbaut,
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...
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.
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...
Stern, G. M. (2009). Why Latino students are failing to attend college. Education Digest: Essential Readings Condensed for Quick Review, 75(1), 46-49.
Race has no biological meaning. There is only one human race; there are no subspecies, no single defining characteristic, traits, or even gene, separates one “race” from another. Instead of being a biological concept, race is a social construct, and a relatively modern one at that. It was created to give light-skinned Europeans an advantage by making the white race superior and all others inferior. Throughout its history, the concept of race has served this purpose well.
This model examines the relationship between the dominant culture and one with minority status, such as Latinos. Attitudes towards self, same minority group, different minority groups, and the dominant group are examined through five stages within the model. These include conformity, dissonance, resistance and immersion, introspection, and integrative awareness. The stage most pertinent to Antonio at this time is the Dissonance stage. During this stage, one starts to acknowledge the existence of racism, that he cannot escape his own heritage, and experiences conflict between shame and pride felt for his culture. This same shame versus pride conflict is also extended to members of his own minority group. Held stereotypes about other minority groups are now questioned as well. One in the Dissonance stage is also starting to realize that not all beliefs held by the dominant group are valuable or even accurate (Sue & Sue, 2003). Because of the two incidents Antonio endured during his freshman year and their emotional impact on him, he is becoming aware that even though he has “assimilated,” others of the majority group will still identify him as different. Antonio is also experiencing conflict between what members of the minority group (his parents) and the majority group feel are important; his parents believe he
Latino immigrants in the U.S. tend to have the highest dropout rates within the school system. Though, the aggregate statistics goes beyond students’ poor performance, there are many factors that can influence students to make the choice to quit school; for this essay, I will use Critical Race Theory and labeling theory to help me deconstruct the reasons behind this phenomenon, using example 1 of section I.
Multiracial students face many problems coming to terms with their racial identity due to the inability to fall under a mono-racial category. In recent years, the amount of biracial births are out numbering the amount of mono-racial births, and these children will soon be entering the school system (Root 1996) with new unique problems when concerning their own racial identity. According to Poston, “Racial identity is defined as "pride in one's racial and cultural identity" (1990, p. 152 as cited in counseling biracial students). Compared to mono-racial peers, multiracial students are faced with constant conflicts over how to embrac...
According to Omi and Winant, the term race can be defined as “a concept which signifies and symbolizes social conflicts and interests by referring to different types of human bodies.” From their framework of racial formation and concept of racial projects, Omi and Winant asserts that race is a matter of social structure and cultural representation that has been intertwined to shape the nature of racism. Racism has been seen since the events of early English colonization of the indigenous people and the racialization of African Americans through slavery, all in which the United States is molded upon as a nation. Thus, this social structure of domination has caused European colonials and American revolutionists to create racialized representations, policies, and structures in order to oppress indigenous and black populations in their respective eras.
Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in schools and society and accepts and affirms pluralism (ethnic, racial, linguistic, religious, economic, and gender, among others) that students, their communities, and teachers reflect (Nieto, 2000).
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
In conducting her research, the author understood that she needed to describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In reading Cultural and Linguistic Diversity: Issues in Education (2010), s...