Institutional Racism and Its Effects on Latino Students
Institutional Racism and Its Effects on Latino Students
Patricia Mendia
Argosy University
English 101- Composition
Lauren Higgins
07-04-13
Abstract
The purpose of this paper is to examine the detrimental effects institutional racism in education has on Latino academic achievement. Consideration is given to the role of educators in perpetuating racist attitudes; the ineffective acculturation measures and the adverse effects resulting from the diminished academic expectations. Latino children exit K-12 systems deficient of the necessary skills to thrive in higher education or in the workplace; facts which foster complacency. Qualitative and quantitative data are used to support arguments and observations. Additionally, this paper is intended to promote dialog about a problem that will have long lasting implications on society at large and the growing role Latinos will play in affecting the trends in educational paradigm shifts.
Institutional Racism and Its Effects on Latino Students
The idea of institutional racism in education conjures up visions of the Plessy vs. Ferguson era of segregation, when common practice was “separate but equal” institutions. It was 1954, with the groundbreaking Supreme Court decision of Brown vs. Board of Education, that the practice of legal racial segregation was deemed unconstitutional. Its passing represented an end to de jure segregation for Blacks, but had little impact on the segregation of Latinos, who were considered demographically White. It was not until 1970 when the Supreme Court in Cisneros vs. Corpus Christi Independent School District ruled that Latinos comprised a separate ethnic group, that the full effects of Brown vs. Board of Education also encompassed Latinos. Although de jure segregation was outlawed, white flight has, by default, led to de facto segregation, which has resulted in a new breed of institutional racism. A more subtle racism but equally insidious that indelibly changes the
Patricia Mendia
Argosy University
English 101- Composition
Lauren Higgins
07-04-13
Abstract
The purpose of this paper is to examine the detrimental effects institutional racism in education has on Latino academic achievement. Consideration is given to the role of educators in perpetuating racist attitudes; the ineffective acculturation measures and the adverse effects resulting from the diminished academic expectations. Latino children exit K-12 systems deficient of the necessary skills to thrive in higher education or in the workplace; facts which foster complacency. Qualitative and quantitative data are used to support arguments and observations. Additionally, this paper is intended to promote dialog about a problem that will have long lasting implications on society at large and the growing role Latinos will play in affecting the trends in educational paradigm shifts.
Institutional Racism and Its Effects on Latino Students
The idea of institutional racism in education conjures up visions of the Plessy vs. Ferguson era of segregation, when common practice was “separate but equal” institutions. It was 1954, with the groundbreaking Supreme Court decision of Brown vs. Board of Education, that the practice of legal racial segregation was deemed unconstitutional. Its passing represented an end to de jure segregation for Blacks, but had little impact on the segregation of Latinos, who were considered demographically White. It was not until 1970 when the Supreme Court in Cisneros vs. Corpus Christi Independent School District ruled that Latinos comprised a separate ethnic group, that the full effects of Brown vs. Board of Education also encompassed Latinos. Although de jure segregation was outlawed, white flight has, by default, led to de facto segregation, which has resulted in a new breed of institutional racism. A more subtle racism but equally insidious that indelibly changes the
References: Foxen, P. (2010) Speaking out: latino youth on discrimination in the united states National Council of La Raza. 1126 16th Street NW 6th floor, Washington, DC 20036. Retrieved from http://academia.edu/1141711/Speaking_Out_Latino_Youth_on_Discrimination_in_the_United_States Fry, R., Taylor, P. (2013) Hispanic high school graduates pass whites in rate of college enrollment Pew Research Hispanic Center. Retrieved from http://www.pewhispanic.org/2013/05/09/iii-young-hispanics-dropping-out-of-high-school/ Gaedke, B., & Shaughnessy, M. F. (2002). An interview with sonia nieto about multiculturalism. North American Journal of Psychology, 4(3), 479-488. Retrieved from http://search.proquest.com/docview/197982533?accountid=34899 Gándara, Patricia; & Maxwell-Jolly, Julie. (2000). Preparing Teachers for Diversity: A Dilemma of Quality and Quantity. UC Berkeley: University of California Linguistic Minority Research Institute. Retrieved from: http://escholarship.org/uc/item/9xx421bc Garcia, E. (2001). Hispanic education in the united states: raices y alas. Lanham, MD. Rowman & Littlefield Publishers, Inc. Kozol, J. (2005, 09). Still separate, still unequal. Harper 's Magazine, 311, 41-54. Retrieved from http://search.proquest.com/docview/233477789?accountid=34899 Madrid, E. M. (2011). The latino achievement gap. Multicultural Education, 18(3), 7-12. Retrieved from http://search.proquest.com/docview/926978300?accountid=34899 Ullucci, K. (2010). What works in race-conscious teacher education? reflections from educators in the field. Teacher Education Quarterly, 37(2), 137-156. Retrieved from http://search.proquest.com/docview/747781502?accountid=34899