Starting at the Top”

Identifying and Understanding Later Generation Chicano Students in Schools

Datos Bibliográficos

ID12763552
AutoresChristina Chávez‐Reyes (California State Polytechnic University, autor de correspondencia)
Año2010
Volumen9
Número1
Páginas22-40
Fecha de publicación2010-01-05
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Latinos and Education (JOURNAL)
Identificadores de la revistaISSN: 1532-771X • E-ISSN: 1534-8431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15348430903252037
OpenAlexW2133423354
IdiomaEN
Citas recibidas3
Referencias citadas48

Research on Latinos in schools tends to focus on first-generation immigrant and second-generation students. This article raises the profile of the later-generation (third or later) Chicano (LGC) or Mexican American students who continue to experience academic neglect despite their citizenship and English monolingualism. Using 31 oral histories from a multi-generational Mexican American family, this paper describes LGC ethnic identity and school experience in relation to race and class. I propose that schools “start at the top” to improve Latino educational attainment by identifying LGC early for placement in advanced tracks and by providing consistent access to quality academic and career counseling

Academic achievement · Citizenship · Class (philosophy · Educational attainment · Ethnic group · First generation · Focus group · Identity (music · Immigration · Mexican americans · Neglect · Pedagogy · Political science · Race (biology · Sociology · Critical Race Theory in Education · Demography · Gender Studies · Multilingual Education and Policy · Parental Involvement in Education · Psychology