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
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...
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.
Cater, the author of the book Keepin’ It Real: School Success Beyond Black And White, became interested as of why minority students were faced with white society challenges in school systems? In her book, Keepin’ It Real: School Success Beyond Black And White, she offers an insightful look at the educational attainment in low-income urban communities. Carter suggest that these students are embraced the dominant opportunity ideology, they acknowledge the dominant cultural to obtain status and goods. However, they use their own cultural to gain status in their own communities. She conducted a research to study the importance of cultural authenticity for minority, such as African American and Latino, students. She examines how cultural authenticity influences minority students’ relationship with the values they believe are privileged in schools. Cultural authenticity reflects on the beliefs and values of everyday society. Carter questioned, why do so many African American and Latino students perform worse than their Asians and White peers in class and on exams? And why might African Americans and Latino students are less engaged in
Overall my goal was to see the function of race and ethnicity and how it relates to the sociological effects of these Afro-Latino groups. As a result, in some cases that I have studied, being an immigrant may mask one’s beliefs and tend to deny their true roots due to social tensions and pressure. Through my experience, in some cases I saw that being “black” or being “African” perceives negative connotations to some individuals and causes one to separate themselves from their roots. For the purposes of my study, while filling out the questionnaire, when an Afro-Latino approached the question in reference to their African roots, as an alternative, they would ignore the African portion of the question and respond by saying they are only Latino or Latina.
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 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...
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.
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
The importance put on education often comes from parental involvement. Many Latinos come to this country in hopes of giving the opportunity to their children to have more open more doors to success while enjoying freedom. The freedom that some possibly do not have at home. “A number of factors contribute to the translation of a family’s social capital to schools capital, including parental income and educational attainment, English language proficiency (ELP), parental beliefs and educational aspirations for their children, and parental involvement in schools (Zambrana 62).” The need to aspire is an individual motivation, however the family structure has much to do with the ambitions. The Latino community according to the book Latinos in American Society written by Ruth Zambrana ran a study on the Average SAT Scores for Twelfth Grade Test-Taking Population, by Race and Latino Subgroup, 1996-2006. In this study, it was found that the second-generation students that are of college-educated Latino families contributed the most to the rise in the total Latino student
Stern, G. M. (2009). Why Latino students are failing to attend college. Education Digest: Essential Readings Condensed for Quick Review, 75(1), 46-49.
Identity is one of the main questions throughout all of our readings, because it is hard for people to accept who they are in society. Accepting their identity as a minority with little if any freedoms sparks many of the social problems which I will show happening in all communities and cultures. The main issue we will discuss is how social environments effect the search for identity. The Mexicans in the U.S. module gives us examples how Mexicans try to keep their customs while living in a discriminated environment by the Whites. This module also gives us examples how people are searching for personal identity while struggling with cultural traditions. Finally, the African-American module gives us more examples to compare with the Mexicans in the U.S. module, because these readings deal with Blacks finding personal identity also through discrimination from the Whites. To properly understand the theme of identity, we must first look the factors influencing it.
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...
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...
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...