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ERIC Number: ED393632
Record Type: Non-Journal
Publication Date: 1996
Pages: 9
Abstractor: N/A
Reference Count: N/A
Children of La Frontera. Foreword.
Garcia, Eugene E.
The linguistic and cultural diversity of America's school population has increased dramatically during the past decade, and is expected to increase even more in the future. But, for many children of immigrant and minority families, U.S. education is not a successful experience. One fourth of African Americans, one third of Hispanics, one half of Native Americans, and two thirds of immigrant students drop out of school, compared to one tenth of non-Hispanic White students. Confronted with this dismal reality, educators, parents, and policy makers urge change. Changes might be needed but will be meaningless unless we begin to think differently about these students--to view them in new ways that may contradict conventional notions and to recognize their needs. This is particularly the case for educators and communities along "la frontera," an extensive geographic region along the Mexican-U.S. border that is a significant social and economic zone distinct from either nation. It would be helpful for educators to realize that: (1) low, not high, levels of immigration are unusual for the United States, and today's kindergartners will experience increasing diversity over their lifetimes; (2) "la frontera" has always been multicultural and multilingual; (3) changing labor markets and the globalization of the economy indicate that past ways of preparing students for employment may not work now; (4) defining students of "la frontera" as limited-English-speaking masks their diversity of language, culture, and educational experience; (5) assimilation doesn't equal success along "la frontera"; and (6) these children will change American society. (SV)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A