Candid and illuminating, this text exposes the educational realities of Latinos (U.S. and foreign-born) in K–12 public schools in the Western United States from the students’ own perspectives. Through the testimonies of students who struggled to graduate from high school, issues that are often oversimplified and commonly misunderstood are brought to life. The students themselves offer pragmatic solutions to reduce the unchanging academic gap among culturally diverse groups. Their accounts are then compared with the viewpoints of a range of K–12 teachers on matters of community, learning, race, culture, and school politics. Examining in depth the question of how to best educate a growing culturally and linguistically diverse student population, this critical case study provides food for thought and provokes reflection on the critical role that human interactions and networking play in attaining one’s dreams and human aspirations.
Changes in the Second Edition
"Issues in Latino Education takes on the national reality of the growing chasm between youth and communities with and without access to opportunity, resources, and power. Juxtaposing the testimony of Latino/a youth with the responses of their teachers, Professors Mariella Espinoza-Herold and Ricardo González-Carriedo create a telling portrait of the school dynamics that undermine these young people’s identities, even as the youth fight to ‘become someone’ and secure ‘the American Dream.’ Joining critical theory and anthropological analyses of school achievement for minoritized youth, Espinoza-Herold and González-Carriedo forge new theoretical ground that can only be gleaned from the students’ point of view. Equally important, the authors foreground the youth’s concrete recommendations for school reform. A critical-ethnographic account that poses answers as well as questions, Issues in Latino Education is a moving narrative and a compelling call for change."
Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles, USA
FOREWORD Jim Cummins
CHAPTER 1. INTRODUCTION
CHAPTER 2. CONCEPTUAL UNDERPINNINGS OF LATINO SCHOOL SUCCESS AND FAILURE
CHAPTER 3. ¿QUÉ PASA? LATINOS: FROM THE MOST NUMEROUS TO THE MOST NEGLECTED
CHAPTER 4. ROLE OF THE MEDIA IN THE TRANSMISSION OF IDEOLOGIES RELATED TO LATINO STUDENTS
CHAPTER 5. INTRODUCING MANNY: "THERE’S MORE THAN WHITES OUT THERE"
CHAPTER 6. INTRODUCING CARLA: "THIS IS AMERICA AND HERE YOU SPEAK ENGLISH"
CHAPTER 7. INTRODUCING THE EDUCATORS
CHAPTER 8. TOWARD A SELF-DEFINITION OF SUCCESS
Chapter 9. CONCLUSION: STUDENTS’ CONCERNS AND RECOMMENDATIONS FOR EDUCATIONAL REFORM
POSTSCRIPT: WHAT DOES THE 2016 ELECTION MEAN FOR LATINOS IN THE U.S?
ABOUT THE AUTHORS