This paper examines the educational acculturation experience of Latinos in the United States (U.S.) and the processes of identity formation. Through the historical Latino experience in the early 20th century, we can see the remaining influences of historical inequality (e.g. exploitation of labor, de jure segregation) through negative perceptions of Latinos. Negative stereotypes and incorrect assumptions presented in society (e.g. media, educational system, and justice system) perpetuate inferiority in comparison to White Americans. In the context of a school environment, Latino children begin to realize they are different. When non-native English speakers enter the classroom, immediate differences in language, cultural values, and peer interactions impact identity development and negatively influence self-perceptions. The Two-Way Immersion (TWI) approach to teaching will allow Latinos to develop their ethnic identity without interference from the dominant American culture through an integrative language approach of English and Spanish instruction. These are the beginning steps for creating stronger ethnic identity, biculturalism, and potential method to reverse institutionalized discrimination through education.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:cmc_theses-1944 |
| Date | 01 January 2014 |
| Creators | Ferreira, Angelica M |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CMC Senior Theses |
| Rights | © 2014 Angelica M. Ferreira, default |
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