Staff perceptions of Latino/a school engagement: an ethnographic study
Date
2011
Authors
Pallares, Carla Vanessa, author
Chavez, Ernest, advisor
Banning, James, committee member
Rickard, Kathy, committee member
Stallones, Lorann, committee member
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Abstract
Latinos are the largest and most rapidly growing minority group in the United States. They also represent the fastest growing segment of the school-age population. The number of dropouts in the Latino population is significantly higher than other major ethnic groups. Latino/a students face discriminatory barriers within the school system such as overrepresentation in special education, lowered teacher expectations, and harsher disciplinary consequences than Non-Hispanic, White students. The purpose of this study was to explore perceptions, opinions, and recommendations to help improve Latino/a students' retention in high school. Interviews were conducted with middle-school staff. Qualitative document analysis was used to allow new opinions and recommendations to be found that could help increase Latino/a student retention in high schools. Multiple factors such as low parental involvement, few role models, and undocumented status were found to affect Latino/a students' participation in school. Latino/a students' self perceptions also seem to influence their school engagement. Changing policy and involving all the stakeholders involved in education are recommendations to improve Latino/a student engagement and school retention.
Description
Rights Access
Subject
engagement
high dropout rate
Hispanic
Latinos