The Latino Education Crisis

By Patricia Gándara. 2009

840 citations recorded by the source corpus.

Will the United States have an educational caste system in 2030? Drawing on both extensive demographic data and compelling case studies, this powerful book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.Richly informative and accessibly written, "The Latino Education Crisis" describes the cumulative disadvantages faced by too many children in the complex American school systems, where one in five students is Latino. Many live in poor and dangerous neighborhoods, attend impoverished and underachieving schools, and are raised by parents who speak little English and are the least educated of any ethnic group.The effects for the families, the community, and the nation are sobering. Latino children are behind on academic measures by the time they enter kindergarten. And while immigrant drive propels some to success, most never catch up. Many drop out of high school and those who do go on to college - often ill prepared and overworked - seldom finish.Revealing and disturbing, "The Latino Education Crisis" is a call to action and will be essential reading for everyone involved in planning the future of American schools.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/23c121b4b97cbe268f865a363042d2d4ae8d56c9

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Citations in the corpus

Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study (2013, background): “Nevertheless, despite the disproportionate risk for school problems among ethnic minority children growing up in urban poverty, and especially for children from Latino backgrounds, there is heterogeneity in their educational outcomes (Gándara & Contreras, 2009).”
Latina/o Adolescents' Funds of Knowledge Related to Engineering (2016, background): “Furthermore, it is problematic to apply the term Latina/o to culturally and geographically diverse adolescents (Camacho & Lord, 2013b; G (cid:2) andara & Contreras, 2009).”
Latino/a Student Misbehavior and School Punishment (2011, background): “Unfortunately, Latino/a students have lower educational achievement and are three times more likely to dropout in comparison to their White counterparts (Cataldi, Laird, & KewalRamani, 2009; Gándara & Contreras, 2009; Portes & Rumbaut, 2001, 2006).”
School Choice Policies and Racial Segregation: Where White Parents’ Good Intentions, Anxiety, and Privilege Collide (2012, neutral): “In fact, according to national statistics, about 40% of black and Latino students attend hyper-segregated schools where 90%–100% of students are children of color, while white students remain the most segregated from other racial groups (Civil Rights Project 2011; Clotfelter 2004; Gandara 2010).”
Blocked Paths, Uncertain Futures: The Postsecondary Education and Labor Market Prospects of Undocumented Latino Youth (2010, neutral): “…and policymakers alike have long grappled with questions regarding Latino educational progress (Chapa, 1990; Donato, 1997; First & Carrera, 1988; Gándara & Contreras, 2009; StantonSalazar, 2001; Suárez-Orozco & Suárez-Orozco, 1995; Telles & Ortiz, 2008; Valenzuela, 1999) and its consequences…”
Latino Access to Community Colleges and Hispanic-Serving Institutions: A National Study (2011, background): “Although research suggests that these factors are important (Gandara & Contreras, 2009), more research is needed about how, exactly, they figure in to the processes of college choice.”
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, neutral): “However, Latino/a children are the fastest growing demographic in U.S. schools (Gándara & Contreras, 2009); hence the results of this study pertain to a subgroup of students that are a vital to the U.S.’s economic and social viability.”
“I Am Not a Shelter!”: Stigma and Social Boundaries in Teachers’ Accounts of Students’ Experience in Separate “Sheltered” English Learner Classrooms (2014, background): “She discussed the case of a Spanish-dominant student who had selected an English textbook: 7For more about the Puente college-access program, see Moreno (2002) and G andara and Contreras (2009).”
Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration (2010, background): “…including limited school district resources (Orfield & Lee), low teacher expectations (Weinstein, 2002), poor achievement test outcomes (Gándara & Contreras, 2009), high dropout rates (Orfield & Lee), and limited information about access to college (Gándara & Contreras; Orfield & Lee).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, result): “The above results were found among school students in the United States, where racial stereotypes in relation to education are particularly widespread (Gándara & Contreras, 2009; Steele, 2010).”
The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept (2014, background): “Currently, much of the research on Latina/os studied college students of Mexican descent (Gándara & Contreras, 2009).”
Leveled and Exclusionary Tracking (2016, background): “The implications of ELs’ limited course access are likely to be profound, potentially contributing to low academic performance, high drop-out rates, and low college eligibility and enrollment (Fry, 2007; Gándara & Contreras, 2009).”
Eliciting Engagement in the High School Classroom (2014, background): “Given culturally different notions of constructs such as teacher care or group learning across Latino and other cultures (Gándara & Contreras, 2009; Valenzuela, 1999; Vigil, 2004), there is a strong possibility that Latino students perceive their classroom experiences differently from other…”
Undergraduate Latina/o Students (2015, background): “Although college graduation rates have increased substantially over the past four decades, Latina/os continue to lag behind other groups educationally (Fry, 2011), referred to by some scholars as “the Latino educational crisis” (Gándara & Contreras, 2009).”