Search

Latinos are one of the fastest growing and most racially diverse students in American schools. Driven by immigration, they account for more than 24% of the kindergarten to high school population. Despite their numbers, the achievement gap between Latinos and their non-Latino peers remains wide since they have the highest rate of dropout. Using data from the High School Longitudinal Study of 2009, we find that Latino students who attend more than one school during their academic career are more likely to dropout than those who do not. We also find lower rates of dropout among children of parents who stated that they did not have difficulties interacting with school administrators due to language barriers. With regards to migration, we do not find immigrant status to be significant in dropout -- a noteworthy effect given the increases in raids and deportation by the Immigration and Customs Enforcement.

This narrative inquiry sought to examine teacher candidates (TCs) self-perceptions of and beliefs on identity, race, and diversity related to their lives and future teaching practices. This study followed the TCs' online discussions in a graduate, hybrid designed course, Current Trends in Education. Through analysis of the TCs' discourse, the study looked for indications of the creation of a Thirdspace for critical literacy to examine political, social, economic, and intellectual forces shaping American education. The 145 postings by seven white, native-English speaking TCs over nineteen online discussions were analyzed on the situated meaning of text features and patterns of online interactions; how students applied historicized forms of literacy and their own lived experiences; and self-representation of identity around diversity and equity in education. The findings indicate that TCs voiced their concerns for fairness in nonprejudiced instruction for all students. However, TCs did not directly state reflections on their own race, features of identity, or status. This study supports the claim that teacher preparation programs and individual instructors need to create spaces with scaffolded guidance for TCs to critically examine forces that have privileged dominant communities. [ABSTRACT FROM AUTHOR]