Latino/a Theoretical Contributions to Educational Praxis

Abriendo Caminos, Construyendo Puentes

Authored by: Jason G. Irizarry , Sonia Nieto

Handbook of Latinos and Education

Print publication date:  December  2009
Online publication date:  December  2009

Print ISBN: 9780805858396
eBook ISBN: 9780203866078
Adobe ISBN: 9781135236694

10.4324/9780203866078.ch6

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Abstract

Although Latinos/as have had a long-standing presence in the United States and despite their pioneering efforts in addressing issues of educational equity, educational outcomes for Latino/a students have been largely problematic. For instance, dropout rates, an often disputed yet widely popular indicator of academic failure, reflect an alarming state of affairs for Latino/a youth (Orfield, 2004). Census Bureau estimates suggest that almost one-quarter of all Latinos/as in the United States between the ages of 16 and 19 have not completed and are not currently enrolled in high school (U.S. Census Bureau, 2003). Statistics for older Latinos/as are similarly bleak. Educational research and personal narratives emerging from the Latino/a community suggest that dropout rates may in fact be underreported (Conchas & Rodríguez, 2003; Noguera, 2003). This lack of academic success presents serious implications that reverberate within and well beyond the Latino/a population.

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