This study helps to answer the broader question of why Latino students
across the U.S. persistently drop out of school at the highest rates compared to
students of other racial groups by focusing on the institutional workings of the
various levels of the Oregon school system. Latino students have the highest
drop out rates in Oregon. The higher drop out rates for Latino students in
Oregon reflect the national trend, though the latest national rates report
considerably higher drop out rates for Latino students compared to Oregon's
drop out rates. Quantitative research verifies that race is a critical factor
affecting national high school completion rates for Latino youth. The purpose
of this study is to reveal the major, persistent problems within a school system
that hinder learning for Latino students who are primarily English Language
learners. Toward this purpose, this study examines significant state and federal
education laws, examines rhetoric related to education equality and interviews
educators at various levels of the Oregon education system. The research
reveals three primary reasons for the failure of Oregon schools to graduate
Latino students. First, these primarily Spanish-speaking students are not
provided the type of quality bilingual intercultural education required to promote
learning. Second, Latino students experience a discriminatory school
environment. Third, available funding is not being used to help English
language learners to succeed in learning the English language nor academic
material. The research outcome is relevant because what was found in Oregon
reflects patterns of educational practice and policy and laws that have been
reported in other states, supporting the idea that educational racism is
institutional at all levels of the education system. The research also reveals
specific tactics used to repress the advancement of Latino students and finds
that public rhetoric supporting education equality among the races does not
reflect practice and procedures at all levels of the public school institution that
determine outcomes for Latino students in their individual schools. Despite
rhetoric to the contrary, educators are deciding not to make the necessary
changes to improve education for Latinos. It is apparent that persistent
inequality is the result of colonialist attitudes and policies that continue to
restrict learning for the majority of the Latino population, limiting their
opportunities for advancement beyond the poverty characteristic of their low wage
working class status in the U.S. / Graduation date: 2004
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37139 |
| Date | 07 November 2003 |
| Creators | Ludvik, Tracey L. |
| Contributors | Warner, Rebecca L. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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