ED574691

Report Overview

• Title: Still Falling Through the Cracks: Revisiting the Latina/o Education Pipeline

• Authors: Lindsay Pérez Huber, Maria C. Malagón, Brianna R. Ramirez, Lorena Camargo Gonzalez, Alberto Jimenez, and Verónica N. Vélez

• Publication: CSRC Research Report No. 19, November 2015

• Contact: UCLA Chicano Studies Research Center, Los Angeles, CA

Mission Statement

• The UCLA Chicano Studies Research Center (CSRC) focuses on interdisciplinary research that is policy-oriented regarding critical issues affecting the Chicano community.

Historical Context

• Previous Reports:

  • The first report, Falling through the Cracks: Critical Transitions in the Latina/o Education Pipeline (2006), highlighted issues in the education pipeline for Latina/o students in the U.S., particularly in California.

  • Despite the US Latina/o population growth, educational attainment gaps have widened.

Key Issues Identified in Earlier Reports

• Access to Education: Latina/o students are significantly underrepresented in higher education.

• Critical Transitions: Important transition stages include from elementary to high school, high school to college, and from college to graduate education.

• Community College Pipeline: Focus on improving transfer rates to four-year universities is critical as community colleges serve as the entry point for many Latina/o students.

  • Recommendations from past studies emphasize creating college-going cultures and rigorous academic environments.

Current Status of the Latina/o Education Pipeline

Educational Attainment

• 2012 Figures Show:

  • Among 100 Latina elementary students:

    • 63 graduated from high school.

    • 13 earned an undergraduate degree.

    • 4 secured a master's or professional degree.

    • 0.3 earned a doctorate.

  • For Latino students:

    • 60 graduated high school.

    • 11 achieved bachelor's degrees.

    • 3 completed master's or professional degrees.

    • 0.3 earned a doctorate.

• Significant disparities exist among different Latina/o subgroups, notably Chicanas/os and Central Americans.

K-12 Education

• Latinas/os represent 54% of California’s K-12 student population as of 2014-15.

• Reports indicated:

  • A high degree of segregation exists for Latina/o students compared to their peers.

  • Latina/o students typically attend lower-performing schools and are situated in low-income communities.

• Critical Issues in K-12 Education:Seven areas identified:

  1. Safe and adequate school facilities.

  2. College-going culture.

  3. Rigorous academic curriculum.

  4. Qualified teachers.

  5. Intensive academic and social support.

  6. Multicultural identity development.

  7. Family, neighborhood, and school partnerships.

Curriculum and Pedagogy

• The report stresses the importance of ethnic studies curriculum to build connections with students' cultural identities and histories.

• California initiatives to incorporate ethnic studies have begun, with some schools mandating courses for graduation.

• Ongoing training for teachers in culturally relevant pedagogy is crucial.

Community College Findings

• The California Community College system is essential for Latina/o students and needs to create pathways for transfer to four-year institutions.

• Important statistics:

  • 4% attained a career technical degree; 14% transferred to universities.

  • 80% of enrolled Latina/o students did not complete a degree or transfer within six years.

• Recommendations for improving Latino student outcomes include the following:

  1. Enhanced support for developmental education.

  2. Rigorous and engaging coursework.

  3. Better understanding of the placement exam process.

  4. Institutional data collection on student progress.

Undergraduate Education Trends

• Latina/o student enrollment has increased, but they remain underrepresented in comparison to their population percentage.

• Campus climate heavily impacts student experiences, including incidences of discrimination and support levels.

• Institutions are encouraged to improve policies related to tenure and promotion for Latina/o faculty.

Graduate School Segment

• Latina/o students represented only 4% of master’s degree holders and faced significant barriers in doctorate programs.

• Recommendations include:

  1. Assisting Latina/o students in navigating graduate environments.

  2. Increasing the presence of faculty of color to support Latina/o graduate students.

  3. Training faculty on diversity and inclusion standards to improve the academic atmosphere.

Conclusion

• Educational inequities persist for Latina/o students, although steps towards improvement are being recognized.

• Increased advocacy, research, and systematic policy changes are necessary to enhance educational opportunities for Latina/o students.

• Recommendations from this report build upon previous findings, stressing continuity in efforts for equity and access.