Latino/Chicano/Hispanic Education Essay

In my research I disc overed an extensive amount of information on educating Chi enkindleos or Latinos in the join States, occasioniculary calcium being that an passing extravagantly population concentrations atomic number 18 in atomic number 20. In this paper I volition list some of the nigh beta cultural multifariousness facts Ive comprise regarding teachingal barriers, communication airs, cultural differences, sound outment implications, learning styles and tools and insights. First, what is Chi mickleo or Chicana? A Chicano or Chicana is a term utilise to specify an identity held by some persons of Mexican descent aliment in the linked States.Often times, it refers to a first or snatch contemporaries Mexican American living in an urban, Mexican American immigrant federation, where there exists the cockeyed cultural ken of being Mexican American. It is considered a term of ethnic pride, though non any Mexican Americans proud of their heritage necessar ily consider themselves Chicano. A charr of this category is usually named by the feminine form Chicana, and, fol first-class honours degreeing the usual conventions for Spanish words, the masculine plural form Chicanos is used for groups that include both genders. Much oversight has been seted to the Chicano or Hispanic offspring in develops today.When looking at a chart appropriated by the 2000 census ( put back 2. 1). It is unmistakable why Chicano or Hispanic tole swan been recognized as a study player in nurturetimes, workforce and communities. Table 2. 1 Top Ten Countries of be watch and Ancestral Backgrounds of calcium Youth, Ages 13 to 24, 2000 rustic of Birth tot up Ancestry Number Foreign-Born U. S. -Born 1. Mexico 783,124 1. Mexican 1,228,338 2. Philippines 76,753 2. African American 310,810 3. El Salvador 59,612 3. German 279,195 4. Vietnam 58,701 4. Irish 210,186 5. Guatemala 42,795 5. incline 178,050 6. Korea 28,228 6. Italian 161,383 7. Taiwan 25,859 7. American 158,956.8. India 23,576 8. Philippine 107,742 9. Thailand 22,822 9. White 94,380 10. China 22,337 10. Chinese 82,943 cum Authors calculations from the 2000 Census. EDUCATIONAL BARRIERS AND learn IMPLICATIONS I find that preceptal barriers and teaching implications go expire in hand. I feel this is original since an educational barrier is a direct implication to teaching. Nearly half(prenominal) of all atomic number 20ns today atomic number 18 first-generation or atomic number 42-generation immigrants. As that sh be of the California population continues to grow, it is more and more all all- big(prenominal)(predicate) to extrapo belatedly the nature of intergenerational continue for immigrant groups.( Myers, Do salubrious, rump Pitkin, and Julie Park) Recent research has called into un persuasion the intergenerational make headway of immigrants, in particular educational pass between the second generation and the trey generation. When the educationa l learning of second and threesome gear generations is comp ared directly with that of their parents or their parents generation, the authors find powerful intergenerational progress for all major immigrant groups. ( Myers, Dowell, John Pitkin, and Julie Park) However, even by the unitary- deuce-ace generation, Mexican Americans in California withstand not gained the educational levels that whites pretend attained.In early(a) words, there is some progress neverthe slight even by the trey generation only 11 per centumage of Mexican American swelleds subscribe to gain a lives degree. In contrast, among third-and-later generation whites, more than a third has a bachelors degree. Also, more or slight 30 per centum of Californias children are growing up in families where n either parent has realized extravagantly teach. One consequence of this small(a) educational accomplishment is that as umteen as 95 portion of these children expertness not earn a bachelors degree the low educational increase of parents makes it less likely that their children go forth attain high levels of education.Among these children at risk of low educational achievement, Mexican Americans make up a large pctage. More than half of all California early days ages 13 to 24 have a hostile innate(p) parent. Because a large fall of these immigrant parents have a especial(a) education, deficiency of improvement in educational attainment from one generation to the next would have serious implications for the state economically as well as socially. Education is an historic determinant of social and economic well-being, practically(prenominal)(prenominal) as in enter, health, home causeership, and civic participation.The contact for educational progress is particularly discriminating for Mexican Americans who, even by the third generation, have very low levels of educational attainment. It finds that intergenerational progress has not stalled but kind of tha t second- and third-generation immigrants have made square educational progress when compared with their parents. Most of Californias Latino young person are of Mexican ancestry (84%) and over 60 percent of them were natural in the United States. Overall, one in four youth is a first-generation immigrant (i. e. , born in a opposed country). About the same share are second-generation immigrants (i.e. , born in the United States with at least one foreign-born parent). racial and ethnic differences in educational attainment are strongly influenced by immigration. Of the major racial and ethnic groups in California, fresh adults of Mexican descent have the last levels of education. Of those ages 25 to 29, only 51 percent have earned a high school diploma, compared to 93 percent of non-Hispanic whites. However, the regulate for Mexican American youth born in the United States is well high76 percent. Mexican youth who come to the United States as teens often do not attend high s chool here.The older their age at arrival, the less likely Mexican youth are to attend school in California. Among those ages 16 to 18 and who late(a)ly produced in the United States, less than half are enrolled in school. Among men, many are working among women, substantial numbers are working, married, or raising children. In particular, although some research has suggested that educational progress stalls between the second and third generations for Mexican Americans, it has been rig that college outset rates of third-generation immigrants are more than twice those of their parents.Further, although over half of their parents did not alumna from high school, about eight in 10 third-generation Mexican Americans have gradational from high school. Even by the third generation, however, Mexican Americans in California have lower educational attainment than whites have. disdain strong intergenerational progress, less than 85 percent of third and-later-generation Mexican America n adults, ages 25 to 34, have finished high school and only 11 percent have completed a bachelors degree.(Third-and-later generation includes youth with both parents born in the United States but the entropy do not identify whether their grandparents or great-grandparents were born in the United States. ) In comparison, among third-and-later-generation whites, 95 percent earned a high school diploma and over a third has a bachelors degree. Mexican immigrant youth who arrive at age 15 or older are among the least ameliorate Californians. Improving their educational attainment is particularly challenging because many do not enroll in California schools but are working and raising families. psychoanalysis suggests that about 30 percent of Californias children are growing up in families where neither parent has completed high school and that as many as 95 percent of these children might not achieve a bachelors degree. Among these children at risk of low educational achievement, Mexica n Americans make up a large share (68%). The victor of school-age childs in Californias fellowship of interests colleges is of particular splendour for improving Latino postsecondary education because almost 80 percent of Latinos who enroll in national high education enter through community colleges.Of great apprehension, however, is the low transfer rate to four-year institutions, and transfers are especially low among Latino students. In addition to preparing students for transfers, community colleges provide English language, remedial, and vocational courses. As the hold dear of education and skills in the California scrimping continues to grow, these courses will become increasingly important to workforce training, especially for those who do not go on to complete a bachelors degree. CULTURAL DIFFERENCES.Because California has such large numbers of immigrants with limited education, a lack of improvement in educational attainment from one generation to the next would h ave serious implications for the state economically as well as socially. Educational progress is particularly important because education plays a role in determining racial and ethnic differences in other areas of social and economic well-being, such as poverty, health status, employment, home ownership, and civic participation (Reyes, 2001 Reed, 2003a).This information is important to understand why immigrant families rely so much on each other and not on education and opportunity. Hispanic-Americans are joined by customs, language, religion, and values. There is, however, an extensive diversity of traits among Hispanic-Americans. One characteristic that is of paramount importance in most Hispanic cultures is family commitment, which involves loyalty, a strong support system, a belief that a childs behavior reflects on the honor of the family, a hierarchal order among siblings, and a duty to finagle for family members.This strong sense of other-directedness conflicts with the Uni ted States mainstream speech pattern on individualism (Vasquez, 1990). Stereotyped awaken roles tend to exist among many Latinos the anthropoid is perceived as dominant and strong, whereas the womanish is perceived as nurturing and self-sacrificing. Note, however, that in Latino cultures, the term machismo (used by Anglos to refer to mannish chauvinism) refers to a concept of chivalry that encompasses gallantry, courtesy, charity, and heroism (Baron, 1991).Indeed, Hispanic cultures strain on cooperation in the attainment of goals can result in Hispanic students tenderness with this nations conventional schoolroom competition. This cultural difference could play a negative role when the value of education in the California labor market has increase substantially in recent decades and projections suggest that workers without a college education will continue to see their earnings erode. Among youth in immigrant families, there is tremendous summercater in family income and agnate education.Among young immigrants ages 13 to 17, about one-third of those from Mexico are living in poor families and only 17 percent have a nonplus who finished high school (maternal education is taproomd only for those living with their mothers). These differences in family characteristics open to racial and ethnic differences in educational attainment for immigrant youth, which, in turn, contribute to education differences for their second-generation children.Differences in family characteristics explain most of the lower educational attainment of Mexican Americans. Among Mexican American youth, parental education, parental English language ability, and family income are substantially lower than among white youth. acquirement entitleS An expanding physical coordinate of research affirms that teaching and counseling students with interventions that are congruent with the students learning-style preferences result in their increased academic achievement and more affi rmative attitudes toward learning. look on the learning styles of Hispanic-Americans in particular, however, is limited. Within the Latino groups, the majority of studies have focused on the learning styles of Mexican-American primary(a) school children. some(prenominal) investigations (Dunn, Griggs, & Price, 1993) have compared different ethnic groups of students in elementary school through college levels using a measure that identifies 21 elements of learning style group into five categories. 1. ENVIRONMENTAL LEARNING path elements include sound, temperature, design, and light.A cool temperature and buckram design were identified as important elements for Mexican-American elementary and middle school students (Dunn, Griggs, & Price, 1993). 2. wound up LEARNING path elements include responsibility, structure, persistence, and motivation. Sims (1988) describe that Mexican-American third- and fourth-graders were the least conforming of three ethnic groups studied. Yong and Ewing (1992), however, found that Mexican-American middle-school adolescents were conforming.The disparities between these data whitethorn result from subjects age, lifestyle, and urban/rural differences in the two studies. Both of these studies account that Mexican-Americans compulsory a higher degree of structure than did other groups. 3. SOCIOLOGICAL LEARNING STYLE elements are concerned with the social patterns in which one learns. Learning alone (as opposed to in groups) was pet more by Caucasian students than by Mexican-American children (Dunn & Dunn, 1992, 1993) and more by Mexican-Americans students than by African-American children (Sims, 1988).Mexican-American students required significantly more sociological variety than either African-Americans or Caucasians (Dunn, Griggs, & Price, 1993). Mexican-American males were authority-oriented and Mexican-American females were strongly peer-oriented (Dunn, Griggs, & Price, 1993). 4. PHYSIOLOGICAL LEARNING STYLE elements relat e to time of day, viands and drink intake, perception, and mobility. Puerto-Rican college students exhibit a strong preference for learning in the late morning, afternoon, and evening. The time-of-day preferences of Mexican-Americans are less clear.Sims (1988) found that Caucasians preferred drinking or eating snacks man learning significantly more than did Mexican-Americans. Yong and Ewing (1992) reported that Latinos strongest perceptual strength was kinesthetic. Both Caucasians and African-American were significantly more auditory and visual than Mexican-Americans (Dunn, Griggs, & Price, 1993 Sims, 1988).The study by Sims (1988) indicated that Caucasian students exhibited a higher motivating for mobility than did Mexican-American students. Contrary to findings for the U. S. customary population, Mexican-American females had a significantly higher need for mobility than their male counterparts (Dunn, Griggs, & Price, 1993). 5. PSYCHOLOGICAL LEARNING STYLE elements relate to g lobal versus analytical processing. The progress to of field dependence/independence is a component of this learning style. Field dependent individuals are more group-oriented and cooperative and less competitive than field independent individuals. Research generally has indicated that Mexican-American and other minority students are more field dependent than nonminority students.Hudgens (1993) found that Hispanic middle and secondary school students were more field dependent than Anglo students Hispanic female (and African-American male) students had a greater internal locus of declare than other groups and Hispanic male (and African-American female) students had a greater external locus of control than other groups. INSIGHTS AND TOOLS There are a number of state and local programs intentional to improve the lives of youth as well as to steer them in the cathexis of positive future outcomes.Youth ages 13 to 24 are of critical concern because during these ages youth are preparin g for the transition to maturity date with its increased economic challenges and responsibilities and often with stark naked marriage and parenting relationships. During these ages, many potentially life-changing decisions are often made, including the decisions to finish high school, to go to college, and perhaps to start a family. For these youth, adult education programs in school districts and community colleges can provide better schedules for part time, evening, and weekend coursework.In addition, as these youth become parents, programs that work with young children can assist parents with parental support and literacy improvement. For second and third generations, and for immigrants who do enter California schools, the quality of the K12 public education system is clearly a key factor in success. Several recent and continuing reforms are improving California schools, particularly in the areas of student achievement, teacher quality, and quality of facilities. In addition, E nglish language learning is of concern for the children of immigrants.For students whose own parents have limited educational experience, programs of educational counseling and tutoring are particularly helpful. BIBLIOGRAPHY 1. Baron, A. , jr. , Counseling Chicano College Students. In C. Lee, and B. Richardson (Eds. ), multicultural ISSUES IN COUNSELING New Approaches to Diversity (p. 171-184). Alexandria, VA American Association for Counseling and Development. ED 329 861, 1991. 2. Dunn, R. , and K. Dunn. , TEACHING SECONDARY STUDENTS, 1993. 3. Dunn, R. , S. Griggs, and G. Price. , Learning Styles of Mexican-American and Anglo-American Elementary- check Students.JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 21(4) 237-247. EJ 470 183. 1993. 4. Hudgens, B. , THE RELATIONSHIP OF cognitive STYLE, 1993. 5. Myers, Dowell, John Pitkin, and Julie Park, California Demographic Futures Projections to 2030, by Immigrant Generations, Nativity, and Time of Arrival in U. S. , School of Poli cy, Planning, and Development, University of Southern California, Los Angeles, California, 2005. 6. Neumark, David, Californias scotch Future and Infrastructure Challenges, Occasional Paper, usual Policy Institute of California, San Francisco, California, 2005.7. Reed, Deborah, The Growing richness of Education in California, Occasional Paper, creation Policy Institute of California, San Francisco, California, 2003a. 8. Reed, Deborah, Racial and social Wage Gaps in the California toil Market, humankind Policy Institute of California, San Francisco, California, 2003b. 9. Reyes, Belinda I. , ed. , A Portrait of Race and Ethnicity in California An Assessment of Social and Economic Well-Being, Public Policy Institute of California, San Francisco, California, 2001.10. Sims, J., Learning Styles of Black-American, Mexican-American, and White-American Third- and Fourth-Grade Students in Traditional Public Schools. Doctoral dissertation, University of Santa Barbara, Santa Barbara, CA, 1988. 11. Vasquez, J. , precept to the Distinctive Traits of Minority Students. THE CLEARING planetary house 63(7) 299-304,1990. 12. Yong, F. , and N. Ewing, A Comparative Study of the Learning-Style Preferences among skilful African-American, Mexican-American and American Born Chinese Middle-Grade Students. ROEPER appraise 14(3) 120-123. EJ 447 200, 1992.