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Essay On Hispanic Education

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Latinos-Hispanics and Educational Issues

Walking out the building, nothing can hold you to remain in your student seat. “You are done! You are frustrated and stress.” you decide to drop-out of school because you have no clue of what professors say. They lecture and you remain silent, you fear to speak and ask questions when they’re lecturing or explaining the project or homework that is do the next day. A Latino that fears to ask for help-swallowing his pride. Multiple reasons can go through their mind. Why is this? What made them drop out of school and not wanting to continue with their education? And what can be done better to help them continue with their education?
One of the higher issues Latinos face now a days towards education is dropping …show more content…

They swallow there Latino pride and decided not to speak up and ask for help. A time of help that could probably guide them to proper resources that will help to overcome their fears and by better assessing them with their educational needs. For many Hispanic immigrant parents, socio economic status and the lack of knowledge about the U.S educational system has become one of the major reasons why Hispanic continue to have a higher rate than other groups to drop-out of school. Making the decision not to continue with education. Yet, for many Hispanic student there poor economic status, is one of the major obstacle that push them to withdrawal from school. The lack and the inadequacy of school resources for the Hispanic or the Latino papulation and the poor communicant with teachers can highly affect their engagement by undermining their academic success. Initial disadvantages continue to accumulate putting Hispanics at the bottom and the lowest rates of obtaining high school or a college degree. And, making them more propones in being future jobless or having unstable employment. The situation of Hispanic educational attainment has become a major cause for the Hispanic

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The author of “Hispanic Pride vs. American Assimilation,” Stephanie Cox, presents and explains Hispanic immigrants’ hesitancy to learn English very effectively. She begins by telling a personal story about meeting a Hispanic woman who wanted her son to learn English but refused to learn it herself. Cox was confused as to why the mother would refuse to learn English, so she did some research and found three possible causes of this situation: a pride in Hispanic peoples’ native countries--most specifically, Mexican-Americans, a close proximity to their native country, and the lack of support from other Hispanic Americans to assimilate to American culture and ideals. Cox’s explanation of the Hispanic reasonings aids in further understanding their situations.

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The American education system provides less resources and inexperienced teachers to schools with low-income students, which are said to be mainly African American and Latino. This continuing inequality has detrimental effects on society. In 2013, only 66 percent of African American graduated on time, while 83 percent of White students finished high school in four years. These facts undermine our core beliefs about education and equality. It also undermines our national ability to be competitive in the global

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In school again was the second time she faced an obstacle that stems from her race. This was known as opposition. It seems that educational facilities are the brunt of her problems. “At Pan American University, I and all Chicano students were required to take two speech classes. Their purpose: to get rid of our accents”.

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For many hispanic parents including mine have the guilt on them of not knowing how to help their child whenever it comes to education because they never had the education we as their children are having. First of all, the Hispanic Scholarship Foundation also known as HSF, shows how they also care for families and that whatever help the students and family need, they are there to help. The foundation tries to unite themselves with families to make them as well feel like they are part of their family. HSF comments based on hispanic college students to, “Ensure every Hispanic household in the U.S. has at least one college graduate, inspiring and mentoring others in the family and community” (par. 5). If most hispanic students continued with their education the percentage rate of those students will go up, and later many of those students can say, “well even though my parents did not go to school, I managed to go and pursue my

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With this kind of situations it’s hard for young adults to attain a high school diploma or even finish secondary school, over half won’t finish high school and only 1% will go to college (“The Forgotten Americans”). In the 1990’s the high school dropout rate was around 17.3 percent (Harmon 2000) due to the fact of young adult working instead of going to school (Chahin 320). The students who have the most challenges in school are migrant children because their parents work during harvest season. When the harvest season starts parents have to leave up north and with them their kids as well, by leaving children have to leave school behind and leave early and when getting to their new home children have to start school late in the school year (“ The

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The Chicano students were forced to take classes in dogmatic training, but their white peers got to take classes to prepare them for college. They were training the Chicanos to have labor jobs instead of educating them to have what they considered “important” jobs. In an interview with Sal Castro in 2011, he stated, “Despite many years of effort by Mexican Americans to change these schools, including legal struggles, the basic nature of these schools continued into the 1960s. These schools were characterized by high dropout rates, a heavily vocational curriculum and a marginalized academic one, low reading scores, few academic counselors, overcrowded conditions, and worst of all, low expectations of the Chicano students by a mostly Anglo or white faculty.” These students often dropped out of high school due to people having low expectations of them so they started to believe that and had low expectations for themselves.

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Instead, it has been found that Latino students are more likely than other students to be taught by incompetent and unqualified teachers (Madrid 3; Gándara, Contreras 103). Schools with a high percentage of minority students almost always have less qualified teachers than schools with a low percentage of minority students (Gándara, Contreras

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But even when they didn’t learn English themselves, their children grew up speaking it. Thousands of first-generation Americans still strive to learn English, but others face reduced educational and career opportunities because they have not mastered this basic skill they need to get ahead. According to the 1990 census, 40 percent of the Hispanics born in the United States do not graduate from high school, and the Department of Education says that a lack of proficiency in English is an important factor in the drop-out rate. People and agencies that favor providing services only in foreign languages want to help people who do not speak English, but they may be doing these people a disservice by condemning them to a linguistic ghetto from which they cannot easily escape.

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There is abundant of people in the Latino community who are not attending in high level education according to Rodriguez statistic. Many Latino family believe that schooling is a high priority in their house hold but

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More than four in ten of 16-24 year-old first generation Hispanics have not finished high school and are not enrolled in school, compared to 17 percent of second generation and 22 percent of third generation Hispanics. More than half of Hispanic immigrants do not have at least a high school diploma, twice the rate of native-born Hispanics (Fry, 2010). Hispanic adults who have recently arrived to the United States are not much better educated than Hispanic immigrants who have been in the United States for decades. Although, with the exception of adults who arrived before 1970, a majority of Hispanic immigrant’s in 2008 were high school dropouts.

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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.

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