Group for Education and Hispanic Americans comments on Power Point for Exceptional Student Education (ESE)
26
Schooling & Hispanic Americans Patricia Clervil Juan Orrego Amanda Starling
Transcript
1. Patricia Clervil Juan Orrego Amanda Starling
2. Dropout rates in the Hispanic community 37% of Hispanics do
not have a high school diploma 4% of those Hispanics who drop out
go on to earn their GED 23% had obtained their high school diplomas
36% of Hispanics complete some college Patricia Clervil
3. Patricia Clervil
4. Causes of high dropout rate in the Hispanic Community High
socioeconomic disparities Poor language skills among non-native
Hispanics Parental education Neighborhood/Lower quality school
resources Majority of Hispanic students attend inner-city schools
Economically disadvantages/high poverty rate Racially segregated
schools (unintended or not) Per pupil expenditure Students who were
held back are more likely to drop out Patricia Clervil
5. Effects of high dropout rates Since a GED is required for
Federal grants, dropouts are ineligible to further their education,
perpetuating a circle of poverty 8.1% unemployment rate vs. 5-6%
unemployment rate for those with a HS diploma $50-58k annual income
versus $81,868 income for Hispanics with some/completed college
education Lower tax revenue for municipalities due to Hispanic
un/underemployment Dropouts are disproportionately embodied in the
prison system, accounting for 75% of state prison inmates Patricia
Clervil
6. W. Norton Grubbs Seven Purposes W. Norton Grubbs traditional
approaches to vocational education include innovative solutions to
integrating curriculum to suit all students who have been deemed
less academically incompetent. W. Norton Grubbs notion is fashioned
similarly to John Deweys education through vocation. Patricia
Clervil
7. The Seven Purposes 1. Intellectually stimulating programs
created for students written off as academically challenged and
manual-labor suitable. These students are often cast aside and
segregated from the general student population. 2. Vocational
education specific to this segment, which prepared these students
for employment upon high school graduation, postsecondary education
or a combination of both. 3. Educators stressing the correlation
between their educational choices in high school and the effects
they will have on their future work life. Patricia Clervil
8. The Seven Purposes ctd 4. Streamlining the haphazard
electives system currently in place for a set of electives designed
specific to occupations/industries. 5. The reduction of
tracking/segregation of students by introducing educational choices
to students that are of interest to them. 6. Giving students the
opportunity to design their own curriculums and learning tracks
based upon their interests. 7. Networking schools with
postsecondary institutions, vocational training programs, and
employers. Patricia Clervil
9. How will this model benefit the Hispanic Community? Allowing
students the responsibility and freedom of choice with regard to
their educational goals/career path will maintain their interest.
The use of electives models specific to industry/occupation will
lessen the confusion typically involved with selecting electives
and will provide a solid foundation within their career path choice
upon completion of electives. The omission of the negative stigma
attached to being classified academically challenged and building
programs specifically catered to this segment will build up and
motivate students. Patricia Clervil
10. How will this model benefit the Hispanic Community? ctd
Students will receive the opportunity for hands on training and
preparation for postsecondary education Students will take on
greater responsibility when it comes to the choices they make in
high school, because they will be more aware of repercussions in
the real world. School administrations creating networks with
colleges and employers allows easier access for students to
interact with and understand the intricacies involved with college
and adult life. Patricia Clervil
11. Ethnicity & Employment Hispanics living under the
poverty line went form 25% to 28% in 2012 Only about 33% of
Hispanics say that they are content with their income. Unemployment
rate is at 9% among Hispanics Drop in housing market affected 58%
of Hispanic household. Hispanic women make 54 cents on the dollar
compared to white males. Juan Orrego
12. Sociology-cultural Values Hispanic families place emphasis
on family values. The family follow the hierarchy, headed by the
father. The Hispanic family places values on respect. Schooling is
not always the most important factor, the need to help provide for
the family overshadows education in some instances. Religion plays
a major role in the Hispanic household. Only 16% of Hispanics do
not associate with a particular religion. Juan Orrego
13. Discrimination Against Hispanics The number of Hispanics
experiencing discrimination has surpassed the number of African
Americans who experience discrimination. 23% of Hispanics
experience discrimination. Less then 30% of Hispanics graduate high
school, and less then 4% attend college. Foreign born Hispanics
have a drop out rate of about 14% from age 16 to 19. Juan
Orrego
14. Socioeconomic Class & Graduation Rates 36% of parents
read to their children in lower economic communities. Compared to
the 62% in high income communities. Low economic communities have a
higher level of unemployment. Good teachers choose to work in
better conditions, therefore impoverished communities are directly
affected by these occurrences. The need to have better teachers in
these communities is imperative to the education of students. Juan
Orrego
15. Societal Demographics Hispanics make up 52 million people
in the U.S. This is 17% of the population. The number is up 13% in
2000. 25% of all births in the United States were to Hispanic
Americans. Juan Orrego
16. Success for Hispanic Americans in the United States
Statistics in the United States often place Hispanic children as
disadvantaged and underachieving academically. Against the
statistics, many Hispanic children perform at or above suitable
scores of education. The community and educators have reached out
to bring students to achieve. Amanda Starling
17. Excelencia in Education recognizes 2013 What Works for
Latino Students in Education top programs in U.S. In Washington,
D.C., a catalogue of top 22 performing post-secondary education
institutions were recognized for their attention to Hispanic
students. For 2013, three honorees received special attention for
the eighth annual celebration. Caada College in Redwood City,
California (for enhanced mathematics programs) The University of
Texas at Brownsville (increased Hispanic retention rates) The
University of Texas Pan American and the University of Texas at
Austin Cooperative Doctoral Program in Pharmacy (targeted Hispanics
for careers in pharmacy) Amands Starling
18. Quote from Sarita Brown, president of Excelencia in
Education No longer should policymakers and institutional leaders
ask how to improve college success for Latinos we have the largest
accumulation of proven examples and tested strategies that show
them how. Todays question is do leaders have the will to put these
practices into action? Amands Starling
19. Educating Hispanic students According to research performed
by the Center for Research on Education, Diversity and Excellence
at the University of California Berkeley, for Hispanic student
success, when provided with appropriate instruction tailored to
meet their specific needs. Like any children, Hispanic students
require attention catered to their individual needs with respect to
cultural transition. In the following slides, we will analyze what
researcher Eugene E. Garcia defined to be the qualities that
determined academic success in California and Arizona classrooms
for Hispanic students in his 1991 study. Amands Starling
20. High Levels of Communication Teachers would interact with
groups on a regular basis and exemplified learning environments
that communication felt comfortable in. This organization minimized
individualized work tasks, such as worksheet exercises, and
provided a very informal family-like social setting in which the
teacher either worked with a small group of students--never larger
than eight and as small as one or traveled about the room assisting
individuals or small groups of students as they worked on their
projects. Amands Starling
21. Integrated and Thematic Curriculum Teachers allowed
students to vote for what they wanted to learn about, but would
customize the learning experience to meet the standards of the
school district. The major thrust in these classrooms was the
appropriation of knowledge centered around chosen themes, with the
understanding that students would necessarily develop basic skills
as a means to appropriate this knowledge. Students became "experts"
in thematic domains while also acquiring the requisite academic
skills. Amands Starling
22. Collaborative Learning Students preferred to work in team
units, which would allow them to practice literacy and learn from
each over. Students asked each other hard questions and challenged
each others answers more readily than they did in interactions with
the teacher. Moreover, students were likely to seek assistance from
other students and were successful in obtaining it. Amands
Starling
23. Language and Literacy Students in lower-level grades were
able to speak either English or Spanish to their instructors. As
they progressed in school, English was preferred. Critical to note:
students writing in English emerged at or above their grade level
of writing in Spanish and students made the transition from Spanish
to English themselves, without any pressure from the teacher to do
so. Amands Starling
24. Perceptions Teachers were dedicated to their students and
did not see them as disadvantaged and instead saw it as a challenge
to test academic theories. Principal responses were supportive and
aware of the teaching techniques their educators were implementing.
Parents were pleased with the progress of their children and the
support from teachers, including the frequent communication.
25. Resources for Hispanic students Hispanic Scholarship Fund
partners with Wells Fargo to provide over $400 million in 150 types
of scholarships to Latino students, starting in 1975. Congressional
Hispanic Caucus Institute, Inc.: The mission of CHCI Scholarship
Program is to provide critical financial assistance that will
increase graduation rates among Latino students in post-secondary
education. Students may receive up to $2,500 a year in scholarships
for an undergraduate degree. Amands Starling
26. References CDC. (2009). Building Our Understanding.
Washington D.C:
http://www.cdc.gov/healthycommunitiesprogram/tools/pdf/hispanic_latinos_insight.pdf.
(Juan Orrego) Census, U. (2004). Latino Discrimination. New York:
http://www.mybookezzz.com/ebook.php?u=aHR0cDovL2FjYWRlbWljY29tbW9ucy5jb2x1bWJpYS5lZHUvZG93bmxvYWQvZmVkb3JhX2NvbnRlbn
QvZG93bmxvYWQvYWM6MTI0NDkwL0NPTlRFTlQvcG9sc193MzI0NV8yMDA5X2Fub25fMi5wZGYKSXNzdWUgQnJpZWY6IExhdGluby8gRGlzY
3JpbWluYXRpb24gLSBBY2FkZW1pYyBDb. (Juan Orrego) Fry, Richard.
Hispanics, High School Dropouts and the GED. Pew Hispanic Center.
May 13, 2010. Retrieved from pewhispanic.org/files/reports/122.pdf
(Patricia Clervil) Garcia, Eugene E.(1991). The Education of
Linguistically and Culturally Diverse Students: Effective
Instructional Practices. UC Berkeley: Center for Research on
Education, Diversity and Excellence. Retrieved from:
http://escholarship.org/uc/item/2793n11s (Amanda Starling) Health
Resources and Services Administration. Status School Dropout Rates
for Ages 16-24 by Race/Ethnicity.
http://mchb.hrsa.gov/chusa02/Images/graph_PG13.gif (Patricia
Clervil) Kochhar, R. (2012). The Demographics of the Jobs Recovery.
Washington D.C:
http://www.pewhispanic.org/2012/03/21/the-demographics-of-thejobs-recovery/.
(Juan Orrego) Kochhar, R. (2012). The Demographics of the Jobs
Recovery. Washington D.C:
http://www.pewhispanic.org/2012/03/21/the-demographics-of-thejobs-recovery/.
(Patricia Clervil) Puga, Kristina. "Top Programs Advancing Latino
Achievement in Higher education."NBC Latino. NBC, 2 Oct. 2013. Web.
10 Nov. 2013. . (Amanda Starling) Tozer, S & Senese, Guy.
(2013). Schools and Society. New York: The Mc-Graw-Hill Companies
(Patricia Clervil, Juan Orrego)