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Will the United States have an educational caste system in 2030?
Drawing on both extensive demographic data and compelling case
studies, this powerful book reveals the depths of the educational
crisis looming for Latino students, the nation s largest and most
rapidly growing minority group. Richly informative and accessibly
written, "The Latino Education Crisis" describes the cumulative
disadvantages faced by too many children in the complex American
school systems, where one in five students is Latino. Many live in
poor and dangerous neighborhoods, attend impoverished and
underachieving schools, and are raised by parents who speak little
English and are the least educated of any ethnic group. The effects
for the families, the community, and the nation are sobering.
Latino children are behind on academic measures by the time they
enter kindergarten. And while immigrant drive propels some to
success, most never catch up. Many drop out of high school and
those who do go on to college often ill prepared and overworked
seldom finish. Revealing and disturbing, "The Latino Education
Crisis" is a call to action and will be essential reading for
everyone involved in planning the future of American schools.
Mexican Americans comprise the largest subgroup of Latina/os, and
their path to education can be a difficult one. Yet just as this
group is often marginalized, so are their stories, and relatively
few studies have chronicled the educational trajectory of Mexican
American men and women. In this interdisciplinary collection,
editors Zambrana and Hurtado have brought together research studies
that reveal new ways to understand how and why members of this
subgroup have succeeded and how the facilitators of success in
higher education have changed or remained the same. The Magic Key's
four sections explain the context of Mexican American higher
education issues, provide conceptual understandings, explore
contemporary college experiences, and offer implications for
educational policy and future practices. Using historical and
contemporary data as well as new conceptual apparatuses, the
authors in this collection create a comparative, nuanced approach
that brings Mexican Americans' lived experiences into the dominant
discourse of social science and education. This diverse set of
studies presents both quantitative and qualitative data by gender
to examine trends of generations of Mexican American college
students, provides information on perceptions of welcoming
university climates, and proffers insights on emergent issues in
the field of higher education for this population. Professors and
students across disciplines will find this volume indispensable for
its insights on the Mexican American educational experience, both
past and present.
This collection examines the ongoing social dynamic between peer
relations and academic achievement, bringing together the latest
thinking from prominent scholars in anthropology, psychology,
sociology, and education. These expert contributors: Address two
key questions overlooked in the literature on Mexican-descent
youth: In what ways do peers and peer relationships influence the
school performance of Mexican-origin high school youth? In what
ways do schools participate in structuring these peer
relationships? Provide a theoretical discussion of the concept of
"peer social capital" and the ways in which relationships among
students can help to promote school achievement. Present six new
studies that analyze the diverse types of peer interactions and
influences in various school settings between Mexican-descent youth
and their non-Mexican peers as well as among Mexican-descent youth
themselves. Link prior analyses with recommendations for policy and
practice, indicating where findings may be applied to the critical
issue of raising the school achievement of a significantly
underachieving portion of the American youth population.
This collection examines the ongoing social dynamic between peer
relations and academic achievement, bringing together the latest
thinking from prominent scholars in anthropology, psychology,
sociology, and education. These expert contributors: Address two
key questions overlooked in the literature on Mexican-descent
youth: In what ways do peers and peer relationships influence the
school performance of Mexican-origin high school youth? In what
ways do schools participate in structuring these peer
relationships? Provide a theoretical discussion of the concept of
"peer social capital" and the ways in which relationships among
students can help to promote school achievement. Present six new
studies that analyze the diverse types of peer interactions and
influences in various school settings between Mexican-descent youth
and their non-Mexican peers as well as among Mexican-descent youth
themselves. Link prior analyses with recommendations for policy and
practice, indicating where findings may be applied to the critical
issue of raising the school achievement of a significantly
underachieving portion of the American youth population.
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