Latino Dropouts and Latino Population - Essay Example

Latino Dropouts. The Latino population is probably the faster growing ethnic minority in the US. However they seem to be lagging behind in academic performance and achievement. Educationally progress seemed stalled at the high school level. This puts Latinos at a great disadvantage in several areas especially in the labor market where they have less opportunities for well paying employment, and they are at risk for socially debilitating behavior such as illegal activity and teen pregnancy. Fry (2003)1 reports statistics of high school dropouts from the US Department of Education. In 2000, about 530,000 Hispanic 16- 19 year olds were classified as dropouts, a percentage of 21.1. However, many of these were recently arrived immigrants who had not been in the US education system. So the actual figure for drop out of the US schools is about 15%. In 2000 the Latino dropout rate was three times greater than for non-Hispanic whites. The percentage of Latinos completing higher education has also consistently lagged behind whites and African Americans. It is also important to consider that the rate of dropouts could change at any time since some students presently enrolled in high schools can drop out at any time, and some drop outs could obtain their GED at any time in the future. Several factors have been suggested to explain the high rate of dropouts. The major factor has been the language, but Adam (2003)2 describes how researcher Saenz breaks down the factors into “individual factors, family-related factors and the structural level”. The individual factors have to do with the student’s own academic expectations and performance, peer pressure, generational status and acculturation. But one big effect comes from lifestyle where they are forced to become adults too early in life either through early pregnancy or having to help with looking after younger siblings. The strongest family factor seems to be the socioeconomic status of the family since having the resources to navigate the system makes a difference to the success of the students. The economic context in which the students and the school reside can place a strain on the family to keep up. Also the connection between the family, school and culture is important. The language plays a big part in this connection. Other school practices such as tracking, grade retention and unequal treatment of minority students all are common causes of dropout. Jones and Bou-Waked (2007)3 add to the discussion of the part that language plays in the dropout crisis. They noted that about fifty-nine percent of Hispanics who did not speak English well were dropouts, whereas only sixteen percent of Hispanic youths who spoke English well were dropouts. Further, in homes where English was the only language spoken only thirteen percent were dropouts in 2000. It is not only the speaking of English that is the issue, but the cultural aspect as well. Neumann (1996)4 believes that the cultural value of the Spanish language and the ability and knowledge of Latino history is not generally appreciated in American schools and this leads to de-motivation and frustration in Latino students. This cultural divide makes it hard for students to get along with teachers or to form strong ties with the school and the environment. This division and disconnect causes low self-esteem and self-concept and alienation from their peers. Gandara (2008)5 believes however that the language is not the major issue, but the fact that teachers are not prepared to deal with the students’ needs. As she reminds us that there is no one single factor contributing to the crisis but that it is “the result of a complex web of social, economic, and educational conditions—inadequate social services, families with exceptionally low human and social capital, a polarizing economy with few entry level jobs that provide a living wage and benefits available to those without higher education or special skills, and schools that lack the resources to meet many students most basic educational needs”. A number of solutions have been offered to help to alleviate the high level of dropouts. Most of them have to do with building stronger ties between the school and the family. Neuman (1996)6 in his report on the success in decreasing the level of dropouts in a predominantly Mexican American school district in California categorized the success factors into four groups- alternative education programs for at risk students, counseling programs, a predominantly bilingual/bicultural faculty, staff and administration and professional development programs for teachers. The students are encouraged to develop bilingualism from early. They also have an immersion program for 5th and 6th graders entering the system with limited or no English-speaking ability. There is also an Independent Study Program for older students experiencing physical, social or emotional problems. Group and counseling programs and services include clubs, motivational speakers, monthly field trips, mentoring program, and week-end programs with parents. One very successful factor is that the staff provides positive role models for the students and they are specially trained to understand the educational needs of Mexican- American students. Adam (2003)7 emphasizes the importance of making connections with girls early providing them with help and supporting them to think about and pursue careers. Gandara (2008)8 provides a comprehensive list of suggestions for implementing policies to address the crisis. It starts with early intervention. And as she states, “The evidence suggests, though, that this early intervention needs to extend beyond the classroom, involving the homes of preschool children, helping their parents to understand the demands of school and how practices in the home can work hand in hand with the goals of schooling”. School choice has been discussed as an important solution. Changing the policy of enrolment to allow Latino children to attend any public school and not just the one in their neighborhood (since they are usually living in the economically depressed neighborhood), or to attend charter schools. Jones and Bou-Waked (2007)9 explain that schools with specialized programs that would suit and benefit Latino students should be open to them as a choice. The teachers have a great influence on the students’ motivation and performance. It is important for those who teach Latino students to be specially prepared and skilled to do so. Gandara (2000)10 explains what is required of the teachers when she says, “Teachers must have skills and the means for communicating with Latino parents and enlisting them as allies. They must be able to communicate with and motivate their Latino students. They must understand the circumstances of the students’ lives and histories. Critically, teachers must know how to provide deep, rich, and intellectually challenging instruction that pushes students to excel and, simultaneously, builds on the fund of knowledge that resides in students communities”. The systems need Latino teachers as role models therefore Latino students must be encouraged into teacher education programs. Although there seems to be a crisis with Latino students, there is hope that the crisis can be averted, but everyone must be willing to play a part. Parents must be supported to work along with the teachers, school environments must be welcoming and supportive, and the school culture must be one that is appreciative of Spanish language and Latino culture. References Adam, M. (2003). Fighting the Latino dropout rate. Education Digests. Vol.68,(6),23-27 Fry, R. (2003). High school dropout rates for Latino youths. ERIC Digest ED 482920. Retrieved from Eric Digests website: www.ericdigests.org/2004-3/latino.html Gandara, P. (2008). The Crisis in the Education of Latino Students. Research Brief from the NEA Research Visiting Scholars Series, Spring 2008, vol. 1a. Retrieved from National Association of Education website:www.nea.org/achievement/gandara08.html Jones, M. & Bou-Waked, R. (2007). School choice and Hispanic dropouts. National Center for Policy Analysis Doc. #602. Retrieved from National Center for Policy Analysis website: www.ncpa.org/pub/ba/ba602 Neuman, R.A. (1996). Reducing Hispanic dropout: a case of success. Educational Policy. Vol. 10 (1), 22-45 Read More