Latino Demographics, Democratic Individuality, and Educational Accountability

A Pragmatist’s View

Bibliographic Data

ID9734349
AuthorsAna M Martínez Alemán (0000-0003-0016-0912, ANA M. MARTÍNEZ ALEMÁN is an Associate Professor of Education in the Department of Educational Administration and Higher Education, Lynch School of Education, Boston College, 140 Commonwealth Avenue, 222 Campion Hall, Chestnut Hill, MA 02467; . Her research interests include K–16 policy and access and equity practices, corresponding author)
Year2006
Volume35
Issue7
Pages25-31
Publication date2006-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x035007025
OpenAlexW2139660372
LanguageEN
Citations received4
References cited6

In an era of heightened teacher and school accountability, what are the implications of standards-based reform for individual Latino children and their democratic self-realization? The educational demography of the fastest-growing and largest ethnic group in the United States suggests that the future of Latino self-realization is in jeopardy. This commentary posits that the true malfeasance of accountability policies is the loss of the individual and the erasure of individuality and that, given the realities of Latino educational trajectory and population growth, the Latinization of America is effectively compromised

Accountability · Democracy · Demographics · Ethnic group · Political science · Politics · Population · Realization (probability · Sociology · Demography · Diverse Education Studies and Reforms · Law · Parental Involvement in Education · School Choice and Performance

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