Critical Race Counter stories along the Chicana/Chicano Educational Pipeline by Tara Yosso focuses on a parent organization called the “Las Madres”. This article counters common stereotypes of Mexican Americans and brings light to several injustices in the education system. This article connects to other readings that also bring up the stereotype of Mexican American parents not caring about their student’s education. “Las Madres” is living proof that they do care about education despite what others may think about them. I feel like more change can be done through “Las Madres” than PTA meeting that they feel like they are being excluded from because they are noticing injustices and issues within the community due to the color of people’s skin. …show more content…
While they were several elementary school walking distances within my house, my parents put me into the choice program where my parents could enroll me in any “high performing school”. The reason that my parents did that was because as Yosso said Chicanas usually attend under financed racially segregated overcrowded elementary schools which describes many of the schools in my neighborhood. The school district’s solution to this problem Yosso described was to create a program that allowed low-income families to send their children elsewhere to “better schools” within the district instead of fixing issues at these underfunded schools. School districts and officials believe in typical stereotypes which prevent any change from happening. What I admired about this article is that there are actual solutions to several issues that we have been reading about such training teachers to appropriately implements bilingual/multicultural education by drawing on the cultural and linguistic knowledge students bring from their homes and communities to the classroom. Chicano students should also attend academic enrichment or acceleration instead of being held back due to the first
Furthermore, residential segregation and lack of resources contribute to the youth in unrepresented communities, to attend neglected schools and without a high-quality education, they are left with slim opportunities. As Latinos/as continue to endure the consequences of public policies and policymakers that place them on the bottom of their priorities, Latino/a groups will continue to battle against each other in competition over limited resources and
There are many data that show Latinx high school dropout rates have significantly decreased while Latinx college enrollment has increased. In 1996, the dropout rate for Latinx high school students was thirty four percent. Twenty years later that rate decreased by more than half and was at a record ten percent in 2016. That same year, forty-seven percent of Latinx high school graduates enrolled in a post-secondary institution, up fifteen percentage points from 1999 (Gramlich, 2017). Despite Latinx college enrollment being at an all-time high compared to former years, Latinx are still inordinately behind other groups in obtaining a post-secondary degree.
In Julie Bettie’s, “Women Without Class”, she studies the differences between white and Mexican-American working-class senior year girls in high school. She aims to explain how race and gender intersect with class to shape both success in high school as well as class future. Not only are symbolic boundaries found between the girls that she studies, but also many factors including cultural capital and peer hierarchy that effect these students. Firstly, the symbolic boundaries created between the preps and las chicas starts with the symbolic economy of style.
After few hours reading, “The Sanctuary of School” was written by Lynda Barry, grew up in an interracial neighborhood in Seattle, Washington State. Then, I think this article was interesting to read. I love the way how she told us her past experience by using her own voice to lead us step by step get into her story, then she also shares us about her feeling and how it impacted to her future life. Plus, at the end, she argues that the government should not be cutting the school programs and art related activities. Those programs definitely do help the students and the parents as well.
In his article, Dan Carsen discusses the challenges with bilingual education in the Southern United States. Although he recognizes the obstacles present in this system, Carsen does argue for bilingual education. By appealing to ethos, pathos, and logos, Carsen properly describes the difficulties and importance in implementing bilingual education in the South. Carsen successfully appeals to ethos by conducting several personal interviews to capture real-world experiences. The first interview mentioned in the article is with Angelina Baltazar, a bilingual student at Tarrant High School.
In high school I was able to choose an elective that had great appeal to me- Chicano Studies. This was a new course at my high school, it was providential for me that the course became available because of the large impact it had on my life. In this course we studied, the history of Mexico and its influence on current culture, past civil rights leaders, and the topic that struck me the most, current events. Our teacher, Mr. Pisano, expressed his alacrity to teach the course to the administration at our high school, and with appeal he was able to teach one section of the course.
Hilliard suggests that “African American children need to learn languages and content other than that which they may have learned up until now” (Delpit, L., & Dowdy, K., 2002, p.91). This means that educators need to reevaluate teaching practice and the assessment process to fit the needs and promotes African American children’s culture experiences. Provide learning materials that compare their culture with other ethnicity and cultures. According to Darling (2010) “Both segregation of schools and inequality in funding has increased in many states over the past two decades, leaving a growing share of African-American and Hispanic students in highly segregated apartheid schools that lack qualified teachers;
The Latino community is the most rapidly growing minority group in the United States. However, it is also one of the minority group that have faced many barriers in their educational opportunities throughout its history in this nation. The United States is knowing because of it offers equal opportunities for everyone, yet a poor quality education still exists in many of our Latino community schools. A poor quality education that leads to other issues in the system of education among our Hispanic/Latino students. The dropout rates from high school in the Latino students is very high.
Ideally schools would provide equal education and opportunities for all children, but in reality racism, sexism, classism, and other forms of discrimination still exist, albeit more hidden, in our schools today. Rather than stressing academic enrichment, the elementary schools that Chicanas/os attend to focus on academic remediation and a deceleration of the curriculum. The primary curriculum itself generally excludes or minimizes Chicana/o experiences, while also reinforcing
One of the toughest adjustments, having been born to Mexican parents, is migrating to an unknown country where traditions and languages differ from one 's own. Though many pursue an education and strive for a better life, the purpose behind an immigrant, like myself, differs from the typical American. Immigrants strive for a life that was once impossible, going to school is not only to attain an education, but to better prove that we can also become successful regardless of our traditions and skin color. I lived in a country for over fifteen years, fearing deportation, not only losing a home, but potentially saying goodbye to a bright future. Although many feel empathy for Mexican-Americans, it is undeniably difficult to truly comprehend the immense trauma children and even adults undergo upon experiencing racism and prejudice.
Multicultural Academy, 5550 Platt Road, Ann Arbor, MI 48108 Multicultural Academy is a public charter school with 182 students enrolled from kindergarten through 8th grade (according to their website, but it is k-12th grade on greatschools.org with some comments mentioning high school students). The student body is ethnically diverse with 56% of the student body being African American, 25% White, 16% Hispanic, 1% Asian, and a small percentage of students are Hawaiian Native, Pacific Islander, Native American, Alaska native, or identify as two or more races. Seventy-four percent of the students are from low-income families and 51% are female (49% male). Their student to teacher ratio is 10:1, better than the state average of 19:1.
“The common denominator all Latinos have is that we want some respect. That 's what we 're all fighting for” - Cristina Saralegui. Judith Ortiz Cofer published the article, “The Myth of the Latin Woman,” where she expresses her anger towards stereotypes, inequality, and degradation of Latin Americans. Cofer explains the origins of these perceived views and proceeds to empower Latin American women to champion over them. Cofer establishes her credibility as a Latin American woman with personal anecdotes that emphasize her frustration of the unfair depiction of Latinos in society.
Segregation of Mexican Americans from the dominant Anglo race has been around for many years. Since the Treaty of Guadalupe Hidalgo Mexican Americans have been treated like a second-class race facing racism and segregation. As a result, segregation in the education system affected Mexican American children. An increasing number of Mexican Americans across California led to an increase of Mexican children enrolling in schools. Author David James Gonzales (2017), explores the degrading school facilities Mexican students were assigned to.
Waking up every morning to go to school was my favorite time of the day. As a Hispanic child living in the outskirts of Dodge City, the bus ride felt like a road trip to an English speaking world. Going to school was so fun for me as a kid, as I would learn new things my parents couldn’t teach me because of their background. For example, I learned to speak English. It was a challenge to learn how to communicate with my teachers and acquaintances.
1. As a Latina I can connect and relate with the teacher and the students presented in the movie Stand and Deliver. The tropes that I see in Stand and Deliver by Jaime Escalante are very obvious because they are showed in this movie and many other movies where people of color are present. Latinos do not have motivation, their parents do not care about their education, teachers underestimate their academic capacity and they come from poor families. This movie is based in a true story about Jaime Escalante going to a school where their is mostly Latinos to be a technology teacher but the school does not have computers so he ends up being a mathematics teacher.