Latino Student Eligibility And Participation In The University Of .
UC BerkeleyUC Latino Eligibility Task ForceTitleLatino Student Eligibility and Participation in the University of California: Report NumberThree of the Latino Eligibility Task 5v8t9AuthorUC Latino Eligibility Task ForcePublication Date1994-07-01eScholarship.orgPowered by the California Digital LibraryUniversity of California
Latino Student Eligibilityand Participation inthe University of CaliforniaUNIVERSITYOF CALIFOR-NLVLATINOELIGIBILITYTASKFORCEDivision of Social SciencesUniversity OF CaliforniaSanta C r u x , California 95064
University of California Latino Eligibility Task ForceDR.RICHARDDURANDR. RACHEL M o mAssociate Professor of EducationProfessor of LawUnivmiry of California, Sanm BarbaraUnivcrsiry of California, BerkeleyDR.TROYDUSTERDR.FLORAORTIZProfessor of SociologyProfessor of EducationUniversity of California, BcrkcluyUniversity of California, RiversideDR.LEOBARDOFS RADADR.RAYMONDPARF.DESAssociate Profc-ssor of Urban PlanningAssociate Vice Chancc'llor forUniversity of California,Los AngrlesAcademic DevelopmentUniversity of California,L o s AngelesDR. RICHARDFIGL'EROA,ChairProfcsor of EducationDR. FRANK N C O SUniversity of California, DavisVice Chancellor for Student AffairsUniversity of California, DavisMANUELGOMFZAssociate Vice Chancellor,DR. DANIELSOLOKLWOAcademic AftairsAssistant Professor of EducationUniversity of California, IrvincUniversity of California, Los AngelaDR. Y N A L DMACIASODR. OLGAVASQUEZProffaor of EducationAssistant Professor of CommunicationsUnivcriiry of California, Santa BarbaraUniversity of California, Snn Diego
Richard DurdnTroy DusterLfobardo Estrad!]Richard Figwoa
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Table of Contents
Introduction: the Goals and Work of the Task ForceHELATINO ELIGIBILITYTASKFORCEWAS COMMISSIONEDIN1992 TOcarry out rhree tasks: 1) ro develop a clear understanding of rhe i s s i sassociated with the low rare of Larino' eligibility rhrough the assessmentof existing research and programs inside and ourside the University; 2) to expand ourunderstanding of [he issues through acquisition of new knowledge; and 3) ro tecornmend policies, programs and orher actions designed ro improve furure eligibility.In its first report (March 1993),the Task Force highlighted the growing tensionbetween the exploding Latino demographic profile in California and theuniversity's ability ro enroll Latino students. These students will make up morethan 50% of all K- I2 students in the near future. Generally they come from intacr,first-gentration, Mexican American families of modest incomes, who value highereducation for their children. These students primarily come from the publicschools. Yet, less than 4% of Latino high school graduates are eligible for theUniversity of California (UC). And only a few of them cransfer from rhe CaliforniaCommunity Colleges or rhe Stare University sysrcm. The pipeline is not flowing.The first report of rhe Latino Eligibility Task Force made five immediate rccommendarions: 1) provide financial assistance in the form of grants and scholarships;2) reach our to Latino families in borh English and Spanish; 3) adopt campus-specificplans to recruit more Latino snidenrs; 4) help improve the K-I2 learnins experiencesof Latino srudenrs; and 5 ) change policies and pracriccs chat negatively affccr or slowdown the admissions, homing, and financial aid processes. Since rhar report, attentionhas been focused by the Office of the Prcsidenr and rhe chancellors on aspects ofrhcscrecommendarions bur responses so hi have not been comprehensive.The second report (November 1993) focused on outreach, on building bridgesor "puentcs," among rhe educational systems, comn unitics,and Latino familiesin California. Special recognirion was given to the university's Early AcademicOutreach Programs (EAOP) on the Berkeley, Irvinc, and Los Angcles campusesand rhe Pucnte Project becwecn rhe University of California and rhc CaliforniaCommunity Colleges. Both programs have impressive record.sin preparing Latinosrudenrs for eligibility and admission to rhe University of California sysrem.The report also highlighted the barriers confronting Latino high school srudents: poor counseling, inadequate course work, lack of encouragement, absenceof parent-school partnerships, lack of designated responsibility for ourrcach efforts,! 'Latino'" in this report refers 10 imlivdu.ils whow families o r i t d recentlyor liismric.dly in Mexico. dl-;Caribbean. Cenirai America. or South Amcri a.
The Task Force is veryand poor articulation among postsecondary academic plans. Effective "puenres"pleased that these long-termrecommendations wereplaced centrally into theaffirmative action initiativesapproved by the Regents attheir May 1994 meeting.were also described: a college prepararory curriculum, positive' expectations forsrudents to achieve high standards, good nlonitoring of progress, role models,peer supports and consistent outreach contacts.Three immediate outreach recommendations were presented: 1) hold accountable rhose who have U C outreach and articulation responsibility for increasingminority scudcnc enrolimenc; 2) focus on the students who residc within commut-ing distance of U C campuses as the primary beneficiaries of outreach services; and3) make certain thar all campuses are disseminating informarion abour admissionsand financial aid directly to students and parents in Spanish.Also, two long-term ourreach recommendations were presented: I) establish"Stcp-to-University" programs that consider the systematic collaboration of K- 12systems, the California Community C o l l e p , and the University of California;and 2) expand strategically targeted outreach services in the community colleges,modeled after the Puente Project, even at the cost of limiting other, less effectiveK- 12 outreach activities.T h e Task Force is very pleased that these long-term recommendations wereplaced centrally into the affirmative action initiatives approved by the Regents atrhcir May 1994 meeting. Also in May the Task Force met again with its AdvisoryCouncil (AC),joined by Provost Masscy, and developed an action agenda for theremainder of its rerm which is presented in the section on Next Steps,
L - R: W i l d Mor'ai (TF)O& Vwpifz (TF)RIM Ctpdu (AC)The Task Force now turns to new research on Lacino cligibilicy and resultingpolicy implications. Report Three has two objectives: 1) ro review the knowledgebase on Latino students commissioned by the Latino Eligibility Study in itsmonograph, The E d u c a t i o d A c / ; t ; r ? c fLatinos:f rntBarriers and Successes, and2) to advise the Regenis on policy to increase eligibility rhat emanates from whatwe know about Latino students' backgrounds, educational experiences and needsat the K-12, community college, and university levels.The studies uniformly reject the deficiency framework where Latinos' educational failure is artributcd to some dispositional or cultural defect. Instead, allof these researchers cehr the alternative hypothesis-[hat structural barriers mayimpede Larino students' educational achievement. The separate research studiesarc unified in showing how strate cally developed programs and interventionsdo succeed.
The Educational Achievement of Latinos:Bamh and SuccessesLatino scholars throughoutthe United States reviewedthe critical studies on Latinostudents, their backgroundsand educational experiences,and cowfucted originalresearch.HE KNOWLEDGE-BASE PRESENTED I N THELATINOELIGIBILIIY STUDY'Smonograph, The Edr'xational Ac/ i ;ementof Latinos: Barriers and Sgc-cem ,is unique in its breadth. Latino scholars throughout the UnitedStates reviewed the critical studies on Latino students, their backgrounds andeducational experiences, and also conducted original research in the areas of socialidcnrity, its impact o n achicvenxnt, Chicano student organizations, faculty-studentmentoring relationships, Chicana high achievers, hi school reform, immigrantstudenrs, and the community collegc pipeline. In addition a study was prcscnredfrom the California Postsecondary Education Commission (CPEC) data on thefacrorh affecting Latino students' U C eligibility rates.Although a brief summary camnot capture the richness of the conrributions tothis volun e,the abstracrs that follow arc designed to alert the Regents to the keyiisues raised by each paper. Sonw o f t h u e implications lead directly to Task Forcereconm endations;others need furrher study as part of more systemic and comprehensive reforms to be recommended later.Latino Consciousness and Academic SuccessSylvia HurcadoUtilizing social identity theory, Sylvia Hurtado carefully surveyed a large sample(1,289) of very high-achieving L.atino college scudcnts. Her objecrives were "tofocus on Latino consciousness as a form of cultural resistance and irs relationship toacademic success" (p. 17) and to examine the possible impact o f such consciousnesson future policies that affect Latinos.Past studies have linked the 10sof'social/culcural affiliation (e.g., with one's erhnicgroup) wirh higher rates of academic achievement. In other words, [hey have tendedto bolster rhe popular belief that assimilarion into the majority culture best facilitatesacademic success.However, S. Hurtado's study- shows that among very high-achieving Latinostudents, Larino Consciousness plays a significant role for many of them in rhcirsocial identity. They perceive that Larinos have a devalued social sratus. They arecommitted "to maintaining culrural traditions and helping the Hispanic communip,"' (p. 33). T h e data also suggest that Latino Con; ciousnasis mediatedbyfamily and school. T h e former is particularly associated with the use of Spanish inthe home and with low sociocconornic status, the lactcr with attending high schoolschat have high concentrations of Latino students and increased rates o f collegeentrance. Concomitantly, Latino students wirh low scores on the Latino C o n -
sciousncss survey ice nsrend ro de-emphasize h e i r group identity in order to be"successful" and rend to emphasize individual rather than collccrivc achievement.Policy implications:Classroom contenr should be broadened in elementary, middle, secondary, andpostsecondary institutions to reflect the contributions of Latinos in our societyand increase student awareness of issues of equaliry; andOpportunities need to be increased in schools and colleges for Latino studentsco participate in cultural activities and events rhat facilitate personal identityformation, as welt as inrellectual and social developmcnr,Social Identification, Political Consciousness, and Academic Achievementof Chicane StudentsA d a Hurtado, Reynold Gonzalez, Luis A. VegaThe authors investigated the effect of social identity on academic achievcmenr,Noting that the empirical lircraturc has produced contradictory results on tl isquestion (thar social iden ti ty in minority students affects ach ievemcnt negatively,positively, and neutrally), rhey chose a multidimensional survey, They hyporhe k e d that "different social identities" might accounr for the anomalous resulti .T h e sample included 220 Chicano college srudcnts in South Texas, They werepredominantly U.S.-born from second and third-generation farnilics wirh modesteconomic means. Survey results indicated rhat only rwo definitional dimensionsof "social identiry" adversely affected academic achievement; needing ro work tosustain oneself in school ("mobile erhnicity") or to sustain one's family ("head ofhousehold"). T h e "political raza dimension, viewing one's self in highly ethnicterms," did not affect academic achievement. But, describing oneself in terms ofnurtiirins family descriptors and close affiliation wirh one's group did positivelyimpact achievement. Put simply, "It is not as easy to be rhe head of a householdand acaden icall successful, nor is ir easy to be academically successful while overworking to achieve economic advancement" (p. 71).Policy implicarion:Financial aid and rhc provision of supportive group contexts, not a shifr fromencouraging a strong ethnic identity, should be the focus of program iniriativcsfor LarinoIChicano sr clenrs.Financfaf aid and theprovision of supportivegroup contexts, not a shiftfrom encouraging a strongethnic identity, should be thefocus of program initiativesfor LatidChicano students.
Participation in Chicano Student Organizations: A Social Identity PerspectiveJesus G. TrcvifioLittle is known about why Chicano studcnrs join Chicano student organizationsin colleges and universities. Trcvifio draws on social identity theory to analyze rheresponses of a large national sample of Chicano srudenrs.His results indicate that students who parricipxe in Chicano organiLxionsarc motivated by a strong sensc of group identity, the perception thac their groupoccupies a Ies than equal societal status, and the conviction that this status is theresult of unfair treatment. For them, joining such otganizarions is a marrer ofconstructing an identity. Ttevi no's work outlines the possible psychological contextthat drives Chicano sruden s'proactive and reactive activities on college campuses,Often Chicano student organizations are marginalized within colleges andunivetsiries because they engage in activiiies directed at challenging and changingthe insticution and addresing inequalities and discrimination. However, theseactivities, seen from a social idenrity perspective, can be reinretprcted as stepstoward achieving a positive group identity. Moreover, Chicano student activi tsrepresent tonlorrow's informed citizens who might strive to make our societymore egalirarian and provide volunteer services to their respective communities.Policv implications:Institutions of higher education need to proactively support Chicano studentorganizations and their work; andChicano student organizations should be brought into the fold of student affairsand included in campus activities aimed at enhancing student development.Tales of Ethnicity:Black and Latino Undergraduate Perceptions of Ethnicity andMerrtoring RelationshipsJames R. Valadu"The low rates of [college] persistence and recenrion among minority studentsmay well be the lack of faculty mentors and role models," hypothesizes Valadez(p. 99) in his studies of mentoring relationships between faculty and minoritysc idcnrsand the aspccts of rhese relationships that encourage srudcncs towardsgraduate studies.This ethnographic study examined the student-faculty mentoring relationshipswithin a Formal mentoring program. In dl, nineteen Hispanic, twelve AfricanAmerican, three Asian An cricari,and four Native American students participated
on [he variou'i teams. Observations and interviews occurred over a period of anacademic year.Four major themes emerged from rhe student responses: 1) erhnic affiliationand gender of the participating faculty were important; 2) the degree of facultyinvolvement and direction was key ro successful mentoring; 3) regular formal andinformal meetings were critical sources of information about ;he research projects;and 4) building a sense of rcamwork was also valuable.Faculty, according ro Valadez, are critical in providing studcnts "cultural"information thar is viral for graduate work, academic careers, and professionalroles. Many minority studcnrs have no access to such knowledge other rhanthrough faculty mentors.Policy implicarions:Campuses should esrablish more programs char provide rhe context for minoritystudents and a faculty member to work on joinr problem solving acriviriesaimed at enabling srudenrs to increase both thcir technical knowledge anddevelop rhc "cultural" informarion needed to aspire to graduate study; andIn mentorship programs, minority srudenrs ideally will be marched wirh minority researchers; in the absence of minority faculty, minority students should bepaired wirh faculty who arc sensitive and committed to the developmenr ofthese studcnrs.Chicana High Achievers Across Two Generations: A Working PaperPatricia GandaraSuccesisfiil docroral-level Mexican American women were interviewed in order tounderstand "some of the ways in which these women navigate the barriers to highereducation ." (p. 124). All of the women in the srudy came from working clash,Mexican American families. Latinas have made significant strides in raising theirparticipation rate in higher education in California. However, they still lag farbehind compared to races for white women and for male Latinos in graduateprograms.The successful Chicanas, who were in choir thirtics and forties, reported beinggood studcnrs ar the collcge level, but received little encouragement from nonfamily members, and had fewer mentors than Latino men. Twenty percent of themhad been tracked into non-collcgc preparatory courses in high school. Theyattended "highly integrated" high schools thar provided them with a strong senseLatinas have made stridesin raising their participationrate in higher education inCatrfomia.
Early advising-beginningduring the middle schooly e a r s i sneeded to assistChicanas in making decisions to pursue highereducation soon enoughto prepare adequately.of bicult iralisrnand confidence that they could make it in the majority culture.Their mothers were strong influences on rheir educational aspirations. The womenhad not married prior ro entering graduate school. T h e majority had decided to goto college prior to entering hiqh school. For about half of them, recruitment andFinancial aid programs proved critical in helping them get the needed resources andinformation. More often than not, they attributed their succer to family support.A second sample, made up of iiucccs fulChicanas in their twenties, differedfrom their older counterparts in several ways. They received lower high schoolGPA's; fewer of them had decided on college prior to high school; rhey had morementoring relationships; they had fewer contacts with recruitment programs; theyhad high participation rates in Chicano student programs; few had married by thetime they received their Ph.D.'s: mosr of rhem attributed their accomplishments totheir own efforts.Policy implications:Early advising-beginningduring rhe middle school years-isneeded to assistChicanas in making decisions to pursue higher education soon enough toprepare adequately; concurrently, mentoring programs should be established forChicana middle and secondary students involving role models from the school,the professions, and the community;Expanded recruitment efforts should be developed which involve parents and-especially mothers to assist Chicanas in successfiilly completing the steps involvedin the college preparation, planning, application, and financid aid processes; andOpportunities for Chicana undergraduates to participate in college academicmentorship programs which prepare them to pursue graduate studies should beexpanded.Untracking High School Students in Preparation for College: Implications for LatinoStudentsHugh Mchan, L a Hubbard, Dina Okan oto,Irene VillanuevaIn spite of the dismal national picture of Latino scudend academic achievementlevels in high school, the Achievement Via Individual Deterniination (AVID)program in San Diego is successfully preparing minority students to enter college.Most high schools rrack students. However "more than rwenty years of researchhas iihown that this tracking system erccrs barriers to educational equity andeducational excellence" (p. 15 1). AVID replaces tracking with an enriched curricu-
lum along with support systems (tutors, instructors, counselors, parent outreachand involven cnt)for low achievint; students.T h i s study examines wherher A V I D works and. if it docs. why ic works. Srudents (253) who had particip: tcd in AVID tor three years were invxvicwcd andtheir school records a n a l y e d .Comp:iring thc A V I D ctillege enrollment raies to those o f S.in Dicgo highschools and to the national average, I.:uino A V I D students enroll in four- earc o l l e y i a t a 44% rate versus 25% for the San Diego School District and 29%nationally. If the rates for two-ycir colleges arc included, A V I D Latino students'rate of enrollment in higher education is 98% versus 62% for San Diego. Similarresults xre obttlincd for A f r i a n American srudcnts,A V I D succeeds because it places students in A-F courses early in their bigh schoolcareers. 1t supports these students by "social scaftoldin*;"; by providing the studenrswirh the necessxry skill;. to manage problems such ti!, poor g r d c s ; by providing fortutors, times and places t o study, parental involvement opportunities, visits to collegesand univcrsicies. procedures o n how to apply to colleges and for financial aid; byproviding traininvon how to rake notcs and tests; and by providing n d d t s w h o act osadvocates for the students to the bigh school teachers. In cffccr, AVID succeeds bysocializing students to rhe behaviors ncceti.a-ry ro prepu-e for college.Policy implicarions:I a l c n t e d but low achieving minority ;itu&nts should be placed in rigorousacademic programs that challenge them inrellcctually and assures that they rakedie nppropriatc classes for collesc en mince;Con'ipens ttoryand remedial instruetion should be phased o u t and replaced with1 cteroe;cneousability grouping accompanied by the academic and socid scaffolding to enable all students co achieve; andHxpanded parent-school coordination is needed to enhance the roles thatminority parents can play o n behalf o f their children's academic succt'ss.Immigration and Education of Mexican AmericansRaymond Rurici1 h i s study reviews recent research o n Mexic.in mit3;r;uion and migrants' educational background.Several studies indicate that Mexican inimigrarion to rhe Unircd States is not arandom phenomenon. Those w h o migrate ire "relatively better educated" thanAVID succeeds by socializingstudents to the behaviorsnecessary to prepare forcollege.
non-migrating Mexicans and they arc "ambitious." progressive." and upwardlymobile (p. 198). Further, they arc not primarily unskilled o r from agriculturalbackgrounds (only 12% are). T h e y arc "skilled and unskilled industrixl workers,craftsmen, foremen, and operatives." Psychologically, their profile is that o f ap r o d u c t i v e social character" (p. 20 1 ).Bilingualism and biculturalisni come more easily to rhcse migrant children andthese capabilities lead ro louver d r o p o u t r.in.'s. For many immigrant pupils, however, schools in the United States ignore their .strengrhs by eniphasizing the acquisition o f English rather than the development o f [heir academic skills. "Many firstgeneration drop-ours may include the best and the brightest Mexican Americanst idencs"(p. 2 10). S o m e data even show chat ".achievement d c c r c r din all areasas Ienc.th of residence i n the United Stares increased" (p. 21 1 ) .Rccenc data indicate that children with strong bicuitural orientations d o betterin American schools. Intei"t;sti i( ly," n o s Latinohtwant and expect  J biculturaladaptation for their children in California socicry" (p. 221). Accordingly, Burialconcludes that:For those students o f foreign-born parent;!, t h c legacy o f educational failurehas not previously existed in their own finiilies. T h u s , whether o r not thecducationd system will successfully meet the needs o f t h e Mexican Americanc o m m u n i t , in the Future depends heavily o n h o w well that system can iiccommodate a growing number o F s t u d e n so f foreign-born parentage (p. 2 2 2 ) .Policy implications:* ' [ h e hcillthy and positive cultural heritage and values brought by Mexican--rnigran ts a n d other Latinos needs to be recornized and reinforced by rheU n i v s iot yf Californiii and other educilcional scginenti;Educ:ition.il p l 3 n n - i reachers, .a n d policy-milkers need to know more aboutthe unique sociocultural experiences o f Latino first-generation in1migr;intstudents rind their feimilics in ordcr to design pedagogicid strate s that willdike advant:igc o f thrir learning styles and motivations;California educator;- nerd to give consideration co [he cducationa[ system inL4cxico in order co urider.'itand how that system helps shapii: tliv learning andmotiv:ition of students w h o nrc immigrants to the United States; andAttention must be given by schools to the role of immigrant parents in nurturing and rr.insmiccing learning a n d motivation KO rheir children.
The University and Community College Paradox: Why Latinos Do Not Transfer1 u r : iI . R e n d o n , K o n e r oJ d o r n o , Jr., Kathleen GarciaUC campuses need toLatinos c o n t i n u e t o be ut derrcprcscnredi n higher education. I,atinos have m a d et h e greatest p i n s in c o n m u n i t ycolleges, " b u t ironically, these colleges have n o tn a d et h e goal o f transfer to f u r - e institutionsara reality for significant n u m b e r so f Latino-.,,," (p. 227).Ltcinos have t h e l-iighcst n:uional e n r o l l m e n t figures (56%) i n two-year in' titutions. H o w e v e r , their national four-yc-ir collcgc enrollmenr rates d r o p p e d from2 1.4% in 1 9 7 5 to 16.2% in 1190. Latino males a r c particularly ui dcrreprcsented.F e n a l e s o. n t h e o t h e r h a n d , have increased their college enrollment races dramatically (12.1% to 22.2%). Also, ".relatively few Latinos a r c e a r n i n g baccalaureatedegrees c o m p a r e d 10 whites a n d African Americans" (p. 235) cven t h o u g h t h e vastmajority w a n t t o transfer a n d receive a B.A.I.atino-. craii5fer in such small n u m b e r s because o f underdeveloped cognitiveiihiliti -i,psychosocial constraints, low-test scores, under-preparation i n schools,lack o f arriculated goals, inadequate counseling, t h e need to work, gender-specificfamily responsibilities, a n d under-developed bilingual skills. Latino s t u d e n t s alsolack f:m iliariry wiih t h e relation o f t h e c o m m u n i t y college system t o four-yearinstitutions.two-year institutions todevelop strategic plansPolicy implications:U C c.m pu;.e: need t o collaborate w i t h frcder w o - y e a r institutions t o developstrategic plans designed ro increase t h e n u m b e r o f Lilrino trxnsfer studenrs:Courses such as t h e for-credit course, T h e Transfer Year Experience, s h o u l d b eoffered o n U C c:impu-sc.s w i hc1ev.itcd c o n t e n t , b u t ;in:ilogous t o t h e activitiesa n d initiatives .nisociatcd with t h e highly effective Freshm;in Ycar Experiencec - ur.sework;andC o m m u n i t y college counselins; needs e x p a n d i n g to assist m o r e Larinos inchoosing courses chat c a n transfer a n d t h u s enable; r h e m t o enroll o n four-yearc w r p u s iens chcir r c oa f study. (Jounx4ors s h o n l d communicate t o Latinos t h eexpectation chat chey o n succeed a t t h e Universiry o f California.--collaborate with feederdesigned to increase thenumber of Latino transferstudents.
Latinos have had the lowestpercent of SAT test takersevery year for which dataare reported-1984,1985,1987, and 1990.Eligibility of California 1990 High School Graduates for Admission to Public UniversitiesJcannc S u h r Ludwig, J u d y KowarskyT h i s study extracts data from a report by rhe California Po.stsccondary Education Commission o n the 1 9 9 0 graduating class o f high school seniors-themostdiverse in California's history. Since 198 1, Asian American a n d Larino studentpopularions have- increased dramatically a n d will continue to d o so u p to [he Turno f the century. l a t i n o students made u p 23% o f all graduating seniors in C d i f o r nia in 1990. T h e y arc expected to constirure 36% o f all high school graduates bythe year 2000. In the 1992-93 school year, they made u p 36.1% o f the K-12public school population in California. Many, if not most, o f these students willc o m e From homes where English is not rhe primary 1:ing iase.T h e 1 9 8 3 Odifornia educariond reforms havc produced significant incrcmcs inthe number o f A - F courses taken by graduating seniors as well as in the rates o f thosetaking advanced plzcement exams a n d college admissions t .sc-.Still, Liicino studentslag behind in the number who rake advanced placement exams .and. more critically,in the measured levels o f academic achievement (SAT scores, G P A levels).Latinos havc had rhe lowc-st percent o f S K I test takers every year for which dataarc reported-1984,1985, 1987, a n d 1990. Latinos are t h e only group for whichless than one-third o f high school graduates rook the SAT' in each o f the years.Latinos. as a group, have been a m o n g the lowest performing racial/ethnic groupso n t h e S A I ' each year. Their mean performance as a group has improved less thanthat o f a n y o t h e r racial/ethnic group in California d u r i n g t h e past decade.These outcomfs trm.'tiaw into rhc following: "Latino graduates experienced thesmalkst increase in [UC] eligible graduates o f any racial/ethnic group" (p. 283). In1990, only 3.9% o f them were fully eligible. T'he rural and urban areas where Latinosare the most heavily coriccr tratedproduce rhc lowest eligibility rates in the swte.Policy implication:T h e continued iisc of t h e S A T as one oFthe rwo factors within the UC eligibility index needs t o be reconsidered. T h i s need is based o n the significanrly lowerproportion o f S A T test takers a m o n g Latino students (sugecsting the inequityinherent in u-sing S A T scores :is o n e o f the cwo components o f the clicibilin'indict- ) a n d t h e lower scorc.s o f Latino students (consistent with t h e inanystudies that demonstr;itt: the discriminatory nature o f psychometric rests forLatino and other undcrreprcsenred students).
RecommendationsHESC. RECOMMENDATIONS I1ELO\V FLOW DIRECTLY FROMFINDINGS A
Introduction: the Goals and Work of the Task Force HE LATINO ELIGIBILITY TASK FORCE WAS COMMISSIONED IN 1992 TO carry out rhree tasks: 1) ro develop a clear understanding of rhe issi s associated with the low rare of Larino' eligibility rhrough the assessment of existing research and programs inside and ourside the University; 2) to expand our
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HISPANIC & LATINO REPRESENTATION IN FILM: ERASURE ON SCREEN & BEHIND THE CAMERA ACROSS , POPULAR MOVIES ANNENBERG INCLUSION INITIATIVE FOR HISPANIC LATINO CHARACTERS, LEADING ROLES ARE SPARSE @Inclusionists HISPANIC LATINO CHARACTERS ARE MISSING IN FILM Prevalence of Hispanic/Latino speaking characters across 1,300 films in .
1. Examine the diversity and heterogeneity of Chicano/Latino families in terms of cultural customs and practices, as well as, family structure and family dynamics. 2. Understand the psychological issues faced by Chicano/Latino families and when relevant, and how these issues ultimately influence the Chicano/Latino individual. 3.
3 This study focuses on two minority groups, Black and Latino, with the White non-Latino group as the reference. The term "minority" refers to Black or Latino and the term "White" refers to White non-Latino throughout this Research Note. 4 Tracts refer to census tracts.
thirds of the association between Latino-white segregation and Latino-white gaps in outcomes. 1. Introduction Between 1990 and 2010, the Latino population in the United States more than doubled, from 22.4 million to 50.5 million. As the Latino population has grown, levels of
Other Hispanic or Latino 66 0.30% Speak English less than very well 83 0.50% Asian & Pacific Island languages 75 0.40% Speak English less than very well 75 0.40% * TOTAL NUMBER OF DEAF OR HARD OF HEARING : 3,058 BALLARD COUNTY HISPANIC OR LATINO AND RACE LANGUAGE SPOKEN AT HOME Hispanic or Latino (of any race) 52 0.60% English Only 7, 619 98.00%
Beste Freude Sprachniveau: B1 2 bis 4 Unterrichtseinheiten Sprachmaterial: Texte auf PASCH-net zum Thema: „Beste Freunde“: Lernziele Die Lernerinnen und Lerner setzen sich mit dem Thema „Beste Freunde“ auseinander; - lernen Wortschatz zum Thema „Freundschaft“; - verstehen Interviews zum Thema; - formulieren ihre eigenen Vorstellungen zum Thema; - tauschen sich über die eigenen .
