The Larger Ecology of Latino Success in Secondary Education: Why Some Latino Students are Beating the Odds
By Caitlin Schoenfelder
Executive Summary
THE LARGER ECOLOGY OF LATINO SUCCESS IN SECONDARY EDUCATION: WHY SOME LATINO STUDENTS ARE BEATING THE ODDS
Caitlin Schoenfelder, Whitman College
Executive Summary, November 27, 2006
“It
really helps if you have your family there supporting you. Which mine
did, even my uncles and my aunts – all wanting me to work hard. That’s
a lot of pressure too. It’s like they’re all relying on you to succeed.”
-Maria Valdez, Whitman College freshman, Walla Walla High School Alumni
Topic:
Latinos are the most educationally disadvantaged group in America. The
Latino student population, however, is not a homogenous group in which
all perform equally. This study examines why some Latino students
succeed academically while others do not. By examining the factors
proven to increase educational achievement among Latino students,
educational policymakers and practitioners can better support Latino
students, and thus narrow the present achievement gap between Latinos
and their Anglo peers.
Methods: Secondary Research: I
investigated scholarly articles and case studies that explore the
complexities of why certain groups of Latino students succeed. Primary
Research: I conducted a limited qualitative study centered on Walla
Walla High School. This study included frequent visits to the high
school, five interviews with Latino students, and five interviews with
teachers and other administrative staff. From the scholarly literature
and interviews, I learned the importance of factors such as high levels
of parental involvement and long-term mentoring relationships for the
success of Latino students. Based on these factors of success, I
concluded my case study by evaluating the programs and policies
existing at Walla Walla High School.
Findings:
• The
most basic factor in school success or failure involves the youth’s own
achievement drive; family influences and social support provided
through schools, however, are very influential in determining the
Latino youth’s achievement.
• Although familial factors are most
influential, the school plays a critical role in Latino student success
as it can provide formal support through school policies and resources,
as well as a venue for students to receive informal support from peers
and other adults.
• Policy options and program recommendations
frequently focus resources or remediation for the lower-performing
students among the minority groups; yet, the achievement gap is a
significant feature at the upper-score range as well as the lower and
middle-score ranges of Latino and Anglo students.
Recommendations:
• Improve teacher and school personnel relations with Latino parents;
• increase efforts to address family barriers by providing more institutional and personal support for Latino students; and
• focus more programs and policies on helping high-functioning Latino students.
Community Partners: Cindy Gregoire and Diana Erickson, Bilingual Coordinators for the Walla Walla Public School District.
