Research finds challenges for many Latina students

By Kevin Lee
Daily Bruin Contributor

Familial expectations and social challenges are possible reasons
why Latinas in the U.S. have the lowest graduation rates from high
school and college, according to a study released by the American
Association of Undergraduate Women.

“Latina students are at greater risk of not finishing
school or leaving school at an earlier age than members of any
other group,” states the report, which was released last
month.

A major cause of the trend is the Latino tradition to place
primary family responsibilities on girls at a young age, according
to the study.

“My family did not support higher education for
women,” said Priscilla Garza-Stewart, a graduate student in
the School of Public Policy and Social Research. “I grew up
in the 1950s in Texas, when women were supposed to be at home,
raising children. College was never a topic of discussion at my
house.”

But family pressure to stay at home today varies greatly for
Latina students at UCLA.

“That kind of trend was probably more true in the
past,” said Jacqueline Larios, a first-year biology student.
“Now parents usually want their kids to go to college, so
they can get a better-paying job to help out the family.”

U.S. Census Bureau statistics showed that Latinas ages 16 to 24
have drop out of high school at a rate of 30 percent, compared to
12.9 percent for African American students and 8.2 percent for
whites. Latinas are also the ethnic group least likely to earn a
college degree.

In the Southwestern states and California, 5 percent of those 25
or older had completed four or more years of college, compared with
21 percent of white women, 31percent of Asian American women and 14
percent of African American women, the report found.

Some of the familial responsibilities expected from Latinas,
according to the report, include caring for siblings after school,
working, cooking and doing translation work for the family.

“Education was always a first priority for my
family”, said Vivian Cabralas, a third-year sociology
student. “But my parents still want me to come home a
lot so I can hang out with my siblings.”

Most Latino parents hope that their girls will excel in school,
but social and economic contexts often prevent that from happening,
says the report.

“A Latina girl’s motivation for school really
depends on the amount of support her family gives her,” said
Irma Castro, manager of Student Advocacy for San Diego City
Schools. “However, often the only way for a Latina to feel
like a business person ““ someone of importance or stature
““ is in the home.”

Castro is an administrator for San Diego schools, and she works
closely with Latina students.

The AAUW study uses the term “possible selves” to
describe a Latina’s perspective of what she can be. The
theory is not solely based on what the child wants to do, but also
on influences from other people and stereotypes of which she
believes to be a part.

“We felt “˜possible selves’ was a more
accurate term to use with Latinas than “˜self-esteem,’
because “˜possible selves’ has a lot more to do with
interactions with other people,” said University of
Washington Professor Angela Ginorio, one of the researchers for the
report. “For instance, a child wouldn’t think
about being a neurosurgeon unless someone mentioned the idea to the
child.”

Latinas are the country’s fastest-growing female minority
population ““ a main reason for conducting the study,
according to Ginorio. Population growth is especially pronounced in
California and Texas.

Social challenges young Latinas often face involve low
self-esteem through stereotyping by classmates, or a sense that
teachers treat them differently than children of other ethnic
groups, according to the study.

“Girls in general don’t get enough attention in
class and from teachers, Castro said. “In fact, I’ve
known many Latino girls who would do anything to get education;
they’d struggle with their family, or still go to school even
if they’re pregnant.”

Schools can be dismissive and see Latinas’ parents and
culture as liabilities to the child’s education, according to
the report. Other factors that affect Latina education include
English as a second language programs, physical safety and peer
pressure to do drugs.

Bilingual education continues to be a controversial topic in
American schools. Some education authorities say the program
produces stereotypes among ESL students, locking them within an
educational hierarchy. Others say helping a child comprehend the
structure of their native language also helps them learn English,
assisting his or her education in the long run.

“ESL and bilingual education are still necessary, but
administrators have to make sure it’s a good program,”
Castro said.

In addition, more Latinas admit to not feeling safe at school,
compared to Asian American and white girls. Sexual harassment can
happen to Latinas as early as middle school, according to
Castro.

Latinas in the San Diego School District have the highest rates
of drug use and suicide attempt of all ethnic groups of girls.

“I tell kids, “˜Don’t make judgements about
other people,'” Castro said. “And I tell adults,
“˜Kids have a right to make their own decisions,’ but
sometimes people need to correct them and lead them in the right
direction.”

U.S. HIGH SCHOOL DROPOUTS Percent of dropouts
(male and female) among 16- to 24-year-olds SOURCE: U.S. Department
of Education Original by CONNIE WU/Daily Bruin Senior Staff Web
Adaptation by HERNANE TABAY/Daily Bruin Senior Staff