Delpit, L. (2006). Other people’s children. Culture conflict in the classroom. New
York: The New Press.
Well thought out conflicts that affects the student teacher relationship.
discusses the differences between the two and some strategies to
overcome these differences. She believes that a lot of the problems
are because of a lack of communication on the teachers part. She
challenges teachers to think differently which will improve the
students performance in the classroom.
Fergus, E. (2009). Understanding Latino students’ schooling experiences; The relevance
of skin color among Mexican and Puerto Rican high school students. Teachers
College Record, 111, 339-375.
This article gives a vast overview of the issues regarding Latino students
in America and why these issues continue to negatively impact the
performance of these students in school. Most of the helpful points
deal with the students situation at home and how the student views
his or her own culture because of experiences generally in an urban
area. It also helps in the understanding of the difference between
cultures within the Latino community (Puerto Rican, Mexican, etc.)
Fraga, L., Elis, R. (2009). Interests and representation: ethnic advocacy on California
school boards. Teachers College Record, 111, 659-682.
Research has shown through this article that schools with a higher
percentage of minorities on school boards have a higher number of
minority teachers. Furthermore, research has shown that schools
with a high amount of ethnic teachers will outperform those ethnic
schools with a low amount of ethnic teachers. The article discusses
reasons this might be and digs deeper to help the reader understand why
this is and why more schools don’t follow the mold.
Fry, R. (2003, November) Re: High school dropout rates for Latino youth. ERIC Digest.
Retrieved March 2, 2009, from http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED482920&ERICExtSearch_SearchType_0=no&accno=ED482920
This article from The Educational Resources Information Center (ERIC) is about Hispanic high school dropout rate, and the implications of this rate among Hispanic students in the United States. Generally, the article discusses how schools are evaluated based on their overall student dropout rate. In addition, it touches on how the high dropout rate, among Hispanic students, impacts their educational, social, and career goals. Specifically, it provides statistical information on the Hispanic high school dropout rate, the distorted views, coming from shortcomings inherent in statistical interpretations, and generational influence on the dropout rate.
Statistics provided from The United States Department of Education show evidence of a much higher dropout rate of Hispanic students over “white” students. The article discusses the methods used by the Department of Education in determining the statistical information. It also shows the changes in the dropout rate over time. Even during times when the overall dropout rate fell, the lower Hispanic rate still remained higher than for other groups. The assertion is that these statistics show that Hispanic students are put at a disadvantage in preparing for adulthood.
After providing statistics regarding the Hispanic high school student dropout rate, the article acknowledges the pitfalls in the accuracy of all the numbers and percentages. The statistics do not take into account that some of the students who are labeled dropouts are recent immigrants who have never attended school in the United States. Estimates from the United States Census regarding the number of Hispanics enrolled in United States schools, alters to some degree the gap between the Hispanic dropout rate and the non-Hispanic white dropout rate. Factors such as language and family of Hispanic students not attending American schools do contribute to poor educational performance.
Although enrollment estimates impact the rate of positive performance rates among Hispanic students, the article addresses the minimal effect that generations have on the Hispanic dropout rate. It shows that regardless of how dropout is defined to include immigrants versus native- born Hispanics, the dropout rate is not that different. With each generation, students may have more of a language and family resources advantage. These generational advantages, however, do not equate into dramatic improved school performance or lower dropout rates.
Garcia, O., Bartlett, L. (2007). A speech community model of bilingual education:
educating Latino newcomers in the USA. International Journal of Bilingual
Education and Bilingualism, 10, 1-25
This journal article discusses the fact that there is an increasing amount of
Latino students that are entering American schools and how best to
Educate them. It uses specific schools around the nation as examples
and draws conclusions from these schools on a possible solution to the
issue. The authors believe that the language barrier is a large reason for
some of the negative issues in these schools and offers some new thoughts
on acquiring the new language based on social aspects.
Jacobson, L.O. (2000). Valuing diverse student-teacher relationships that enhance
Achievement. Community College Review, 24, 1-28.
This discusses the diversity in schools between a teachers culture and a
students culture and gives ways to use this to our (as teachers) advantage, therefore becoming better teachers. It recognizes (supported by research)
that teachers in urban schools are generally not from urban communities
but focuses not why this is a negative aspect but how it can be used as a
tool to get more out of urban/ Latino students.
Marx, S. (2008). “Not blending in”: Latino students in a predominantly white school.
Hispanic Journal of Behavioral Sciences, 30, 69-88.
This is an interesting article that discusses the Latino population in
non urban environments. It compares Latinos and white Americans in
these areas and how they perceive the culture and school system.
It is interesting comparing this article with the others I have listed because
the other articles all deal with Latinos in urban areas. Contains tables
which helps understand the different thoughts of each culture.
McCaffrey, Paul. (2007). Hispanic Americans. United States: H.W. Wilson Company.
This book talks in detail about the ideals and experiences of Hispanic-
Americans and all they have had to endure. It is expresses the importance of understanding the political, economical, and social aspects of Latino culture in order correctly understand them. It does not discuss ideas for teachers but helps me understand the culture of Latin Americans, which has been a helpful overview of an unfamiliar culture.
New Jersey department of education. (2008). Retrieved March 7, 2009 from
http://education.state.nj.us/rc/rc08/dataselect.php
This website gives statistical data in the Newark school system regarding
every thing from student performance to ethnicity and diversity of the
schools.
Newark Public School System. (2008). Retrieved March 7, 2009 from
This website is helpful with locating the Hispanic population in Newark
as well as gives the locations of the corresponding public schools.
How often is race and ethnicity an indicator of negative actions
(fighting, drugs, drop outs etc.) The article goes in depth with research
that was inconsistent with what I had expected. Also discusses the
correlation between the amount of violence that a child is exposed to because of his or her environment and how it may affect a child.
A statistical article that puts violent environments in perspective.
Saenz, V., Ponjuan, L. (2009). The vanishing Latino male in higher education. Journal
of Hispanic Higher Education, 8, 54-89.
Discusses the reasons on why and how Latino teachers can be beneficial in
areas with a high Latino population including student teacher relationships. It transitions into the reasons for the decline in Latino teachers especially in higher education. It gives no hard facts on why this is but the authors give some possible explanations backed by statistics.
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