This study examined the characteristics of successful students of Hispanic-descent in middle school. The factors that influence these students' success were also examined. Finally, the student participants expressed their ideas about the causes of academic failure for many of their peers. The literature reviewed the complexities of the issues of success and failure for students of Latino-descent in the California public school system. One English teacher at the school site were this study took place was asked to give his definition of a successful student and recommend five student participants for this study. All five students agreed to participate by providing written responses to five journal prompts. Other data were collected from two classroom observations. Analysis of the data yielded a framework of three main patterns of success for these students: Personal Identity, Family Influence, and Teacher Influence. Implications for the classroom include an improved understanding of Latino student backgrounds and the important role of the teacher in their academic experience.
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
Drawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.
This graduate project presents a handbook derived from reviewing literature that students, parents and school counselors can use to ease the transition for middle school Latino students into high school. This handbook or guide describes the social, emotional and academic challenges that research has shown to affect Latino students, and provides a culturally relevant preparation program. This handbook can be implemented step by step in the final year of middle school, with school counselor and parent involvement, and will continue into the first few years of high school. Along with transitioning issues such as self-esteem, making and keeping friends (Akos & Galassi, 2004), setting goals, successfully completing courses, and college and career planning, research shows that Latino students have issues of family obligations and expectations particular to them (McGoldrick, Giordano, & Garcia-Preto, 2005). Latino cultural concerns, language barriers and socio-economic factors facing Latino students, and affecting their successful transition from middle school to high school are also included in this handbook. It also provides interventions that are school-based as well as techniques that parents can use at home to support and encourage the successful transition of their child into high school. The variety of strategies included in this handbook consider Bandura's (1989) theory suggesting that behaviors are learned through observing and imitating models, and Vygotsky's (1978) theory that stresses the active engagement of the social and physical environments in promoting cognitive growth. The methods described in this handbook involve the use of peer social support groups, parental support, school counselor academic guidance, and career exploration resources. Further, strategies to facilitate the development of a road map are included, which are intended to support a healthy self-image as well as academic success. Student achievement is promoted and encouraged throughout this handbook with guidelines aimed at assisting students in setting realistic goals and articulating a sound plan to achieve them. Within the steps outlined in the handbook, there is opportunity for periodic student and parent checkpoints where students and parents can reflect on the effectiveness of each step after the completion of each step and prior to advancing to the next step. School counselors at the middle school and high school levels can utilize these student and parent reflections to mentor the student while assisting students to plan an appropriate path aimed at easing the transition from middle school to high school and ultimately leading to success in high school.
Based on the work of real leaders and educators in high-performing, urban schools across the country, this book unpacks five key practices that are integral to improving achievement and postsecondary outcomes for Latino students. These inspiring stories affirm that excellence and equity are possible when educators come together around an important purpose and focus on the needs, strengths, and interests of all their students. Full of specific examples and guidance, each chapter also includes an assessment tool designed to help school leaders reflect upon their current practices, affirm school strengths that resemble the exemplary practices described in the chapters, and help educators pinpoint opportunities to strengthen practices in ways that can improve the postsecondary readiness of their students. This important book will help leaders create a positive school culture, coherent school design, and develop the practices and policies that support Latino students in their performance and help students realize their potential.
Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
