Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress

Abstract

Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students.

Hispanics and Higher Education: An Overview of Research, Theory, and Practice

“…According to CPEC, of every 100 Hispanic students who graduate from California high schools only 40 enroll at a postsecondary institution. Of these 40 students, 30 begin at one of the state's community colleges, three are admitted and enroll at the University of California, and seven at California State University system campuses (Solorzano et al, 2005). Regrettably, the figures present in California appear to be reflective of Hispanic students around the country.…”

Latino engineering faculty in the United States

“…[4][5][6][7] Involving Latinos in the production of scientific and engineering leadership roles within US universities should be considered a national priority, as we should cultivate reliable domestic talent. The good news is that there are opportunities at research-intensive universities to work closely with the community, government, and industry to develop scalar institutional capacities in this area.…”

Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College

“…Many of the practitioners and students focused their sights on a UC campus, known for their higher rates of graduation, employment opportunities, and pipelines to graduate school (Solórzano, Villalpando, & Oseguera, 2005). This could also reflect the personal experiences of key staff like Ms. Carrasco and Mrs. Velazquez who themselves attended SCC and transferred to UCs.…”