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.

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.

Risk and Protective Factors on Mexican-origin Youths' Academic Achievement, Educational Expectations and Postsecondary Enrollment
Risk and Protective Factors on Mexican-origin Youths' Academic Achievement, Educational Expectations and Postsecondary Enrollment

Author: Samantha Sang

Publisher:

Published: 2017

Total Pages: 145

ISBN-13:

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Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have been predictive of Mexican-origin youths' academic achievement, educational expectations, and decision to enroll in postsecondary education. However, few studies have examined the interdependence among sociocultural context characteristics in predicting Mexican-origin youths' educational outcomes. In this dissertation, two studies address this limitation by using a person-centered analytical approach. The first study identified profiles of Mexican-origin youth using culturally relevant family characteristics. The second study identified profiles of Mexican-origin youth using culturally relevant school characteristics. The links between profiles and youths' academic achievement, educational expectations, and postsecondary enrollment were examined in both studies. Overall, this dissertation contributes to the growing body of literature that aims to understand risk and protective processes related to Mexican-origin youths' academic achievement, educational expectations, and postsecondary enrollment.

Regarding Educación
Regarding Educación

Author: Bryant Jensen

Publisher: Teachers College Press

Published: 2013-01-28

Total Pages: 361

ISBN-13: 0807753920

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The "Latino Education Crisis" not only threatens to dash the middle class aspirations of the nation's largest immigrant group, it is also an ominous sign for democratic engagement and global competitiveness for U.S. society as a whole. This timely book argues that this crisis is more aptly characterized as a "Mexican Education Crisis." This book brings together voices that are rarely heard on the same stage—Mexican and U.S. scholars of migration, schooling, and human development—to articulate a new approach to Mexican-American schooling: a bi-national focus that highlights the interpersonal assets of Mexican-origin children. Contributors document the urgency of adopting this approach and provide a framework for crossing national and disciplinary borders to improve scholarship, policy, and practice associated with PreK–12 schooling.

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)

Mexican Americans in School
Mexican Americans in School

Author: Thomas P. Carter

Publisher:

Published: 1970

Total Pages: 256

ISBN-13:

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A study of the problems of schooling for Mexican Americans in the Southwestern states presents data gathered from interviews with educators during visits to schools and to special projects throughout the Southwest, and identifies three interrelated factors influencing Mexican American children in their schooling: the nature of the diverse Chicano subcultures, the kind and quality of available education, and the nature of local and regional social systems offering equal or unequal educational opportunities.

Subtractive Schooling
Subtractive Schooling

Author: Angela Valenzuela

Publisher: State University of New York Press

Published: 2010-03-31

Total Pages: 349

ISBN-13: 1438422628

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Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.

Legal Status and the Everyday Lives of Mexican-Origin Youth in Los Angeles: Family, Gratitude, and the High School Transition
Legal Status and the Everyday Lives of Mexican-Origin Youth in Los Angeles: Family, Gratitude, and the High School Transition

Author: Mindy Steinberg

Publisher:

Published: 2019

Total Pages: 326

ISBN-13:

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Familism refers to a set of enduring cultural values in Mexican-origin families that emphasize family assistance, obligation, cohesion, and support. Familism has been repeatedly identified as a source of resilience for even some of the most vulnerable youth, linked to positive academic and behavioral outcomes. Yet some research finds that familism is not enough to transcend hurdles that are too great and resources that are too limited. Feelings of gratitude are also salient features of daily life for many Mexican-origin youth, linked with but different from family obligation. Feelings of gratitude can go overlooked in research that focuses on the prevalence of responsibilities or time spent with family, without accounting for contextual factors, such as legal status circumstances in families or parents' long hours at work, which can interfere. A central aim in this study is to bridge the gap between research on familism, research on gratitude, and research on legal status implications for Mexican-origin youth, by looking at plural and changing legal status situations in the family context and how familism is experienced by youth across families with plural legal status situations. The two topics - familism and legal status - can together contribute to a more holistic understanding of the actual experiences of youth and family, and how we can promote successful pathways for a significant population of Mexican-origin youth. This study tracks 42 families randomly selected from a larger sample of 428 Mexican-origin families in Los Angeles (La Vida, PI: Andrew Fuligni; Co-PI: Thomas Weisner; Co-PI: Nancy Gonzales) using intensive qualitative interviews, home visits, official school records, and qualitative evidence from a subsample of relatives in Mexico. The Pew Research Center estimates that 51% of Mexican immigrants are undocumented and the majority of their children are U.S. citizens, yet mixed-status families remain largely absent from research. This study looks at the implications of familism, family ties, and legal status across the critical developmental period of late adolescence using a comprehensive, longitudinal, and mixed methods dataset with three years of qualitative and contextual evidence. Evidence shows a significant connection between gratitude and familism for Mexican-origin youth in Los Angeles, and that legal status can account for some of the variation in how familism is experienced. The added strain of unauthorized status does not weaken family cohesion or intensify family conflict; rather, unauthorized youth report feeling grateful to their parents and find meaning in high levels of family responsibility; many emphasize the importance of family connection with immediate and extended relatives in Mexico. The determination to "seguir adelante" (push ahead), in spite of it all, is one theme that emerged across interviews. To succeed academically is a desired outcome across families. This study also aims to contribute to our understanding of the pathways that lead to these desired outcomes for Mexican-origin youth growing up in different family contexts.

History of Multicultural Education Volume 5
History of Multicultural Education Volume 5

Author: Carl A. Grant

Publisher: Routledge

Published: 2013-10-23

Total Pages: 710

ISBN-13: 1317777883

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This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Mexican Origin Students in the Borderlands: The Construction of SocialIdentity in the School Context
Mexican Origin Students in the Borderlands: The Construction of SocialIdentity in the School Context

Author: Leticia Villarreal Sosa

Publisher:

Published: 2011

Total Pages: 420

ISBN-13: 9781124869483

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There has been continued concern over the continued high dropout rate among Mexican origin youth. The purpose of this study is to understand how everyday experiences in school shape the content and meaning of Mexican origin students' social identities and how those social identities influence their academic trajectories over the transition to high school. This study is informed by a borderlands perspective and social identity theory and uses a qualitative design drawing from multiple sources of data, most of which come from The Student Life in High Schools Project (slp), a longitudinal study of the transition to high school. The primary source of data for this project is the individual student interviews of thirty-two Mexican origin students attending a predominately Latino school from eighth grade through tenth grade of high school, contextualizing their experience within a specific community, historical, and political context. The Extended Case Method (ecm) grounded in a Chicana feminist epistemology was employed. The ecm itself combines qualitative research from various traditions and emphasizes a reflexive model of science allowing for an extension of existing theories. Findings focused on the construction of students' Mexican identities, school experiences that shape social identity, negotiating identity in the gang context, and developing academic identities in the context of teacher relationships. Student Mexican identities generally followed three patterns, that of an immigrant identity, a U.S. Mexican identity, or a U.S. minority identity. Academic identities identified in this study were: "underachiever", "discouraged", "tentative", "solid", and "troublemaker." Students experienced a constant vulnerability in developing solid academic identities despite prior or current experiences of success. Some students drew on their cultural and family resources to persist in school despite serious obstacles, including the gang context. A framework for understanding the school experiences of Mexican origin youth and the process of identity development within a particular context is discussed. A model that addresses social identity and the context of students in West Park is presented. The study concludes with recommendations addressing the educational needs of Mexican origin youth in a way that recognizes the strengths they bring as they work to negotiate their social identity. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].