Incorporation of Mexican Immigrant High School Students in the United States
Incorporation of Mexican Immigrant High School Students in the United States

Author: Cornelio Gonzalez

Publisher:

Published: 2001

Total Pages: 0

ISBN-13:

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Mexican immigrant students are entering American schools in great numbers. Many of them come to high schools with a good educational background, but there is little knowledge about them and about the factors that contribute to their incorporation into social life in the United States. While the drop out rate of Mexican-American students in high school has remained the highest among all ethnic groups, recent immigrants are pressuring schools to meet their needs immediately. Failure to respond adequately to their needs may result in an increase in the already high drop out rate and a perpetuation of the cycle of poverty among the Mexican-American population. The purpose of this study was to examine the factors that contribute to the incorporation of Mexican immigrant high school students to United States society. The design of the study is a qualitative multiple case study with a phenomenological perspective. Five Mexican immigrant high school students were selected according to specific criteria. Data was collected through in-depth, open-ended interviews, observations, and documentation. Special consideration were given to the role played by the high school in promoting the academic success of Mexican immigrant students and the contribution of native culture to the process of incorporation into United States society. This study makes contributions to knowledge about Mexican immigrant high school students that can help educators improve the services needed by this fast growing segment of the population.

Reaching Out
Reaching Out

Author: Harriett Romo

Publisher: ERIC Clearinghouse on Rural Education & Small Schools

Published: 1999

Total Pages: 248

ISBN-13:

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School systems in the United States are not serving Latino students well, especially those from low-income families. This book examines difficulties encountered by Mexican-origin students--one of the fastest growing minority groups--and describes why some schools fall short and how others have improved student outcomes. The focus throughout the book is on positive changes that school staff, families, community, and students can make. Each chapter uses a different lens--culture, language, gender, family and community, and social and political context--to examine issues and challenges affecting first- and second-generation Mexican American children. Chapters are: (1) The Mexican American Student Population: Growth and Diversity (demography, immigration, academic achievement, innovative programs); (2) Cultural Perspectives on Learning (cultural influences on classroom organization and achievement, child rearing, parent education programs); (3) Language, Literacy, and Creating Bridges to Success (the bilingual education controversy, learning English, maintaining Spanish, special needs of migrant students); (4) Gender Issues in Mexican American Schooling (sex role attitudes, teen pregnancy, school factors, peers); (5) Creating Family-School Partnerships (family poverty, parent-school relationship, parent involvement, community outreach, successful programs); and (6) Political, Social, and Pedagogical Issues Impacting Early Childhood Education and Public Schools (immigration and education policy, politics of early childhood education, teacher training, intergroup relations). Chapter 7 describes organizations and programs that provide resources and services. Contains over 300 references, chapter notes, and an index. (SV)

School Connections
School Connections

Author: Margaret A. Gibson

Publisher: Teachers College Press

Published: 2004-04-03

Total Pages: 228

ISBN-13: 9780807744376

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This collection examines the ongoing social dynamic between peer realtions and academic achievement. Prominent scholars present six new studies and recommendations for policy and practice. The contributors are: Livier F. Bejinex, Diane Friedlaender, Nicole Hidalgo, Dianna Gutierres-Becha, Clayton A. Hurd, Heather Lewis-Charp, Susan O'Hara, Jason Duque Raley, Cony Rolon, Ricardo D. Stanton-Salazar, James Diego Vigil, and Hanh Cao Yu.

Mexican Roots, American Schools
Mexican Roots, American Schools

Author: Robert Crosnoe

Publisher: Stanford University Press

Published: 2006

Total Pages: 188

ISBN-13: 9780804755238

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Improving the educational success of the children of Mexican immigrants is crucial to the future prospects of these children as well as to the American population at large. This book documents how various aspects of these children's lives help or hinder their learning in elementary school.

School Composition, Social Origins, and the Educational Outcomes of Mexican Origin Youth
School Composition, Social Origins, and the Educational Outcomes of Mexican Origin Youth

Author: Elizabeth S. Ackert

Publisher:

Published: 2015

Total Pages: 208

ISBN-13:

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The Mexican origin population is one of the largest and fastest-growing racial/ethnic minority groups in U.S. schools. Mexican origin students are also one of the most educationally disadvantaged subgroups, exhibiting gaps with peers in educational outcomes throughout the schooling pipeline. This dissertation examines the extent to which the racial/ethnic and socioeconomic composition of high schools attended by Mexican origin youth contribute to their disadvantaged educational outcomes. Using data from the Educational Longitudinal Study of 2002, this research evaluates how Mexican origin high school students are distributed across schools by the racial/ethnic and socioeconomic composition of their peers, and assesses how racially/ethnically and socioeconomically isolated school environments impact levels of dropout and school engagement among Mexican origin adolescents. The results show that Mexican origin youth are more racially/ethnically and socioeconomically isolated in schools than both non-Latino white and black students. Mexican origin youth show limited evidence of spatial assimilation across schools by immigrant generational status. However, Mexican origin youth in households with greater socioeconomic resources are enrolled in more racially/ethnically and socioeconomically integrated schools than those in the most impoverished households. Mexican origin high school students that attend racially/ethnically and socioeconomically isolated schools in 10th grade have a greater risk of dropout by 12th grade than those in more integrated schools. These patterns, however, are due to the fact that Mexican origin youth in racially/ethnically and socioeconomically isolated schools exhibit characteristics that place them at a greater risk of dropout, including disadvantaged social origins and low levels of academic achievement in 10th grade. Finally, the analysis of school composition and school engagement patterns reveals an affective-behavioral tradeoff for Mexican origin youth with exposure to non-minority and non-poor youth in schools. Mexican origin youth are significantly less likely to report that they like school as they gain exposure to non-minority students, even net of background confounders. However, they are more involved in school-sponsored activities in schools with more affluent peers. These findings complicate the argument that high-minority, high-poverty schooling contexts are to blame for educational disadvantages among Mexican origin youth.

High-Achieving Latino Students
High-Achieving Latino Students

Author: Susan J. Paik

Publisher: IAP

Published: 2020-03-01

Total Pages: 295

ISBN-13: 1648020127

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High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring