Chicano Educational Achievement
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€210.80
A01=Elena Aragon de McKissack
american
American Education
Author_Elena Aragon de McKissack
bilingual education research
broderick
Broderick High School
Category=JBSL1
Category=JNU
Census
Chicano Educational Achievement
Chicano Movement
Chicano Students
chicanocentric
Chicanocentric School
comparative analysis of Hispanic schooling
culturally responsive pedagogy
Denver Post
Educate Minority Students
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
escuela
Escuela Tlatelolco
ethnic identity development
Follow
Generation Respondents
Held
high
Hispanic Journal
Mayo
mexican
Mexican American
Mexican American Identity
Mexican American students
minority student retention
movement
Munoz
POSITIVE ETHNIC IDENTITY
rocky
Rocky Mountain News
school
Spanish Language
tlatelolco
urban school reform
Young Men
Product details
- ISBN 9780815335115
- Weight: 420g
- Dimensions: 138 x 216mm
- Publication Date: 01 Nov 1999
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
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First published in 2000. This study compares two urban schools based on their ability to provide an effective education for Hispanic students. Broderick High School began as an elite, Anglo-dominated institution and evolved into a school whose student body was 82% Hispanic. It is large, public and with a history of sporadic racial tension, walkouts, and a high dropout rate for Hispanic students. Escuela Tlatelolco is small, private, and Chicanocentric. Founded in 1970 by Rodolfo Corky Gonzales, a leader of the Chicano Civil Rights Movement, it was designed to provide Chicano students the opportunity to reinforce pride in their language, culture, and identity.
Through interviews of administrators, teachers, graduates, and students at both schools as well as personal observations, a significant difference was discovered between the experiences and attitudes of those who attended the public school in the 1960s through 1980s and those who graduated in the 1990s. As the public school increased Hispanic administration, teaching and operating staff, and changed its curriculum to include Hispanic history, Hispanic students expressed a greater degree of satisfaction and fulfillment.
Elena Aragon de McKissack (Author)
