Subtractive Schooling Analysis

INTRODUCTION
In social science, Identity is defined as the conception, qualities, beliefs, and expressions that make a person or group of persons (particular social category or social group). These includes the race, gender, education, class, sexuality of people and so on. The formation of one's identity occurs through one's identifications with significant others in an environment (which may be father, mother, families, friends at home, peers in school and so on). These others may be benign—such that one aspires to their characteristics, values and beliefs (a process of idealistic-identification), or malign—when one wishes to dissociate from their characteristics (a process of defensive contra-identification)” (Weinreich & Saunderson 2003,
The form of education examined in this research paper is the Subtractive Schooling and our argument is that this Subtractive Schooling system used in the US is a disadvantage to the Latino community specifically, the US-Mexicans and the immigrants studying in the US. We look at how the Latinos are affected by the Subtractive Schooling in the United States. Several publications related to this topic have been done by various scholars such as Angela Valenzuela who argues that subtractive Schooling undermines the achievement of US-Mexican students, Guadelupe Valdes who in her study, describes the difficulty and confusion many of the immigrant parents experienced due to their lack of familiarity with U.S. institutions, Olena Hankivsky who discussed in details about Intersectionality, Gary Williams who examines the Critical Race Theory and so on. In this study, we therefore examine these published academic articles in addition to some of the class readings for the critical analysis of how the issues of Subtractive Schooling affect the Latino community