Latino/Chicano/Hispanic Education
Latino / Hispanic / Chicano
Education
In my research I discovered an abundant amount of information on educating Chicano’s or Latino’s in the United States, particulary California being that an extremely high population concentrations are in California. In this paper I will list some of the most important cultural diversity facts I’ve found regarding educational barriers, communication behaviors, cultural differences, teaching implications, learning styles and tools and insights.
First, what is Chicano or Chicana? A Chicano or Chicana is a term used to indicate an identity held by some persons of Mexican descent living in the United States. Often times, it refers to a first or second generation Mexican American living in an urban, Mexican American immigrant community, where there exists the strong ethnic consciousness of being "Mexican American". It is considered a term of ethnic pride, though not all Mexican Americans proud of their heritage necessarily consider themselves Chicano. A woman of this category is usually named by the feminine form Chicana, and, following the usual conventions for Spanish words, the masculine plural form Chicanos is used for groups that include both genders.
Much attention has been directed to the Chicano or Latino youth in schools today. When looking at a chart provided by the 2000 census (Table 2.1). It is obvious why Chicano or Latino have been recognized as a major player in schools, workforce and communities.
Table 2.1
Top Ten Countries of Birth and Ancestral Backgrounds of
California Youth, Ages 13 to 24, 2000
Country of Birth Number Ancestry Number
Foreign-Born U.S.-Born
1. Mexico 783,124 1. Mexican 1,228,338
2. Philippines 76,753 2. African American 310,810
3. El Salvador 59,612 3. German 279,195
4. Vietnam 58,701 4. Irish 210,186
5. Guatemala 42,795 5. English 178,050
6. Korea 28,228 6. Italian 161,383
7. Taiwan 25,859 7. American 158,956
8. India 23,576 8. Filipino
Education
In my research I discovered an abundant amount of information on educating Chicano’s or Latino’s in the United States, particulary California being that an extremely high population concentrations are in California. In this paper I will list some of the most important cultural diversity facts I’ve found regarding educational barriers, communication behaviors, cultural differences, teaching implications, learning styles and tools and insights.
First, what is Chicano or Chicana? A Chicano or Chicana is a term used to indicate an identity held by some persons of Mexican descent living in the United States. Often times, it refers to a first or second generation Mexican American living in an urban, Mexican American immigrant community, where there exists the strong ethnic consciousness of being "Mexican American". It is considered a term of ethnic pride, though not all Mexican Americans proud of their heritage necessarily consider themselves Chicano. A woman of this category is usually named by the feminine form Chicana, and, following the usual conventions for Spanish words, the masculine plural form Chicanos is used for groups that include both genders.
Much attention has been directed to the Chicano or Latino youth in schools today. When looking at a chart provided by the 2000 census (Table 2.1). It is obvious why Chicano or Latino have been recognized as a major player in schools, workforce and communities.
Table 2.1
Top Ten Countries of Birth and Ancestral Backgrounds of
California Youth, Ages 13 to 24, 2000
Country of Birth Number Ancestry Number
Foreign-Born U.S.-Born
1. Mexico 783,124 1. Mexican 1,228,338
2. Philippines 76,753 2. African American 310,810
3. El Salvador 59,612 3. German 279,195
4. Vietnam 58,701 4. Irish 210,186
5. Guatemala 42,795 5. English 178,050
6. Korea 28,228 6. Italian 161,383
7. Taiwan 25,859 7. American 158,956
8. India 23,576 8. Filipino
Bibliography: 2. Dunn, R., and K. Dunn., TEACHING SECONDARY STUDENTS, 1993. 4. Hudgens, B., THE RELATIONSHIP OF COGNITIVE STYLE, 1993. California, 2005. San Francisco, California, 2005. California, 2003a. California, 2003b. California, San Francisco, California, 2001. 10. Sims, J., Learning Styles of Black-American, Mexican-American, and White-American Third- and Fourth-Grade Students in Traditional Public Schools. Doctoral dissertation, University of Santa Barbara, Santa Barbara, CA, 1988. 12. Yong, F., and N. Ewing, A Comparative Study of the Learning-Style Preferences among Gifted African-American, Mexican-American and American Born Chinese Middle-Grade Students. ROEPER REVIEW 14(3): 120-123. EJ 447 200, 1992