The Educational Experiences of Latinos in the United States

The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

“…Although Latino American students are less likely to be involved in crime, substance abuse, and general deviance (Portes & Rumbaut, 2001, they often navigate a climate of immigration and public discourse that vilifies them (Cammarota, 2004;Irizarry, 2011;Lopez, 2003;Rios, 2011;Solórzano, 1997). Research finds that this climate and discourse make their way into schools as first and second generation Latino American students are often subjected to negative treatment such as discrimination, harassment, and bullying from both students and teachers (Cammarota, 2004(Cammarota, , 2007Cammarota & Aguilera, 2012;Kozol, 2005;Valenzuela, 1999;Vélez, 2008). Furthermore, due to perceptions of their language ability, race, ethnicity, and gender, first and second generation male Latino American students are often placed in classes and academic tracks far below mainstream classes, as well as assumed to be involved in gang activities (Cammarota, 2007;Irizarry, 2011;Lopez, 2003;Olsen, 2008;Peguero, 2009;Portes & Rumbaut, 2001Suárez-Orozco et al, 2008;Valenzuela, 1999;Vélez, 2008).…”

“…Research finds that this climate and discourse make their way into schools as first and second generation Latino American students are often subjected to negative treatment such as discrimination, harassment, and bullying from both students and teachers (Cammarota, 2004(Cammarota, , 2007Cammarota & Aguilera, 2012;Kozol, 2005;Valenzuela, 1999;Vélez, 2008). Furthermore, due to perceptions of their language ability, race, ethnicity, and gender, first and second generation male Latino American students are often placed in classes and academic tracks far below mainstream classes, as well as assumed to be involved in gang activities (Cammarota, 2007;Irizarry, 2011;Lopez, 2003;Olsen, 2008;Peguero, 2009;Portes & Rumbaut, 2001Suárez-Orozco et al, 2008;Valenzuela, 1999;Vélez, 2008). These experiences not only create obstacles to their educational progress and success, but they can also lead to race-gender outlooks that do not foster first and second generation male Latino American students' confidence in their academic abilities or potential career opportunities (Cammarota, 2004(Cammarota, , 2007Lopez, 2003).…”

Developing a Critical Consciousness with Elementary Students as A Catalyst for Academic Success

“…In the nineteenth century, Mexico lost nearly half of its land to the United States, leaving many Mexicans living in poverty and without a homeland. White settlers amassed their economic and political power throughout the region, and, by restricting the use of Spanish, they were able to extend their cultural dominance (Vélez, 2008). School sites were the primary socializing institutions for this type of cultural colonization.…”

“…By 1870, Texas laws mandated English-only instruction in all schools. This, along with widespread poverty, left most Mexican children unable to attend school (Vélez, 2008).…”

The Differential Attainment Rate among Latina Students: A Comparative Analysis of Recent Trends in Educational Achievements across Gender between 2005 and 2020

“…In particular, the paper points out that despite considerable educational achievements among Latinas in recent years [6], measured by graduation rates, the achievement gap among Latina students continues to be primarily driven by what Vlaardingerbroek and Ros [7] called educational transition rates. Considering the impact of labor market opportunities today, the weight of transition rate calculations is most relevant when measuring the transition from secondary to post-secondary school.…”