Schooling Processes among U.S. Mexicans, Puerto Ricans, and Cubans: A Comparative, Distributive, and Case Study Approach.Reportar como inadecuado

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This paper suggests that Hispanic populations are a diverse category. An undifferentiated comparison of the groups only creates a comparative ecological fallacy, which contributes to the creation of stereotypes rather than understanding. Each population must be placed within its appropriate historical, regional, and ecological niche in order to decipher the paradoxes and contradictions of relations between education, occupation, income, and schooling performance and completion. Mexicans are predominantly an employed, working class population concentrated in the Southwest United States. They attend schools that are largely devoid of either cultural understanding or cognizance of the family-based funds of knowledge that could be utilized for instruction. Schooling practices may contribute to the fracturing of literacy capacities among parents, and such fracturing contributes to parents' inability to transmit literate knowledge beyond their own generation. For Puerto Ricans, the regional context of the urban inner city has created boundaries of poverty, unemployment, poor labor occupations, and at-risk single-parent households. Such contexts, in part, limit educational success and performance, and undervalue educational attainment for occupational success. On the other hand, Cubans, because of their middle class origins and strong political support in the United States, were quickly accepted and integrated into U.S. society. In a short time they gained educational, economic, and political ascendancy in Miami, especially, and elsewhere. (KS)

Descriptors: Comparative Analysis, Cubans, Cultural Context, Dropout Rate, Educational Attainment, Elementary Secondary Education, Ethnic Stereotypes, Hispanic Americans, Mexican Americans, Poverty, Public Schools, Puerto Ricans, Regional Characteristics, Socioeconomic Status, Spanish Speaking, Unemployment

Autor: Velez-Ibanez, Carlos G.; Greenberg, James B.


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