ERIC Number: ED110241
Record Type: Non-Journal
Publication Date: 1975-Jul
Reference Count: N/A
Factors Perpetuating the Low Academic Status of Chicano High School Students. Research and Development Memorandum No. 138.
Fernandez, Celestino; And Others
Perceptions of schooling among Chicano students were compared in 1974 with those of whites, blacks, and Asians in San Francisco comprehensive and general high schools. The primary data source was a questionnaire administered to 770 students in 8 schools. Some common beliefs about the educational values of Chicano students and their parents were explored and shown to be myths. Chicano students cared about school and were not alienated from it. They saw a close link between their schooling and their future occupations. They also reported that their parents and others who mattered to them considered education important. But Chicano performance in high school did not fit this image of students who cared deeply about schooling. Chicanos entered high school relatively low in verbal and mathematical skills. Warmth and Friendliness were used by teachers as mechanisms to control these low-achieving students. Teachers also gave more praise to students who were lowest in academic performance. Teachers' failure to set challenging standards led Chicano students to a false view of their own level of effort and skill. The students' faulty self-assessment helped perpetuate a pattern of institutional discrimination. The warm and positive acts of teachers led to the preservation of the existing structure of inequality. (Author/NQ)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Identifiers - Location: California; California (San Francisco)