My focus here will be on media discourses, having analysed policy and sociological discourses on sexualization elsewhere. Underpinning this coalition is an inadequate account of sexual and commercial choice, as either simply present or absent for young women.
For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities.
For Hispanics, initial disadvantages often stem from parents' immigrant and socioeconomic status and their lack of knowledge about the U.
As Hispanic students proceed through the schooling system, inadequate school resources and their weak relationships with their teachers continue to undermine their academic success.
Initial disadvantages continue to accumulate, resulting in Hispanics having the lowest rates of high school and college degree attainment, which hinders their chances for stable employment. The situation of Hispanic educational attainment is cause for national concern.
Today, most A problem of the future of young female students and their children believe that a college degree is necessary for obtaining stable and meaningful work Schneider and Stevenson, This attitude is reflected in the educational expectations parents hold for their children and in the expectations that young people have for themselves U.
Department of Education, bp. High educational expectations can be found among all racial and ethnic groups regardless of their economic and social resources p. Although parents and children share high educational aims, their aspirations do not necessarily translate into postsecondary matriculation.
Despite high educational expectations, Hispanics are among the least educated group in the United States: These numbers represent all Hispanic groups and include recent immigrants.
When examined by country of origin, educational attainment for Hispanics varies. As shown in FigureMexican Americans, who are the largest and fastest growing Hispanic subgroup in the United States, have the lowest rates of educational attainment compared with other groups.
Most data sets do not distinguish among Hispanic subgroups, disregarding important cultural and economic differences among them. Whenever possible, analyses in this chapter attend to such differences.
Given the growth of the Hispanic population in the United States, most notably in the past decade U. Census Bureau, aand the increasing importance of a college degree even for entry-level jobs Carnoy,the barriers Hispanics face in realizing their educational ambitions is a major policy concern see Chapter 4.
This chapter presents the current state of educational opportunities available to the majority of Hispanic students in elementary, secondary, and postsecondary schools. Similar to other chapters in this volume, this chapter moves beyond the descriptive and explores some of the institutional and student-level factors that appear to be hindering Hispanic educational success.
The goal is to identify some of the barriers to educational advancement experienced by Hispanic students in the United States, including entering school at a disadvantage because of a lack of exposure to literacy activities at home and in early formalized school settings, teacher assessments of students' language proficiency unduly influencing instructional practices, how the relationship between Hispanic students and their predominantly non-Hispanic teachers encourages disengagement from academic work, and how the lack of academic guidance pertaining to course selections and college choice impedes Hispanics from attending four-year colleges.
Department of Education, d. Specific activities, such as reading to children, have been shown to enhance children's language acquisition, early reading performance, social development, and later success in school Loeb, Fuller, Kagan, and Carrol, ; National Research Council, National trend data from the National Household and Education Survey NHES from to indicate that Hispanic children age 3 to 5 are less likely to be read to compared with non-Hispanic children.
Families in which parents' primary language at home is Spanish have especially low rates of participation in literacy activities. With respect to reading to children three or more times per week, Hispanic families in which both parents speak only Spanish at home had participation rates that were nearly 50 percentage points lower than white families in By contrast, for Hispanic families in which both parents speak English at home, participation rates were only 15 percentage points lower than white families.
Hispanic households are also less likely than white households to participate in other prekindergarten literacy activities, such as telling their child a story or visiting a library, again with a pronounced difference between Hispanic families who speak English in the home and those who do not.
Families with limited economic, educational, and social resources are often less likely to participate in literacy activities than those with greater resources. An additional mechanism explaining different rates of participation is language: Differences between racial groups and language status are statistically significant more However, multivariate analyses based on these NHES data show that, regardless of mother's educational attainment and household income, Hispanic parents who speak only Spanish at home are less likely to read to their children than other Hispanic parents both bilingual parents and those who speak only English.
While participating in literacy activities in English is the optimal preparation for schooling, being read to in Spanish also exposes children to literacy strategies that will be beneficial as they start school. Students who are successful readers in their native language employ the same strategies to help them read in English Jiminez, Garcia, and Pearson, ; Saville-Troike, However, parents who speak only Spanish in the home are more likely to be recent immigrants, live in disadvantaged communities, be unfamiliar with American cultural and educational practices, and have lower levels of education and less income.
Taken together, this confluence of language, nativity, and environment creates obstacles for young children as they prepare to enter school. Preschool Attendance Most young children will attend some type of preschool program before entering kindergarten.
Increasingly, scholars have pointed to the importance of having children attend preschool, arguing that it produces persistent gains on achievement tests and reduces the likelihood of grade retention and placement in remedial programs, especially for low-income children Barnett and Camilli, Quality preschool and kindergarten experiences provide the basic foundation for children's later cognitive and social development Elkind, ; Wadsworth, Specifically, for Hispanic children, preschool can serve as a mediator between home and school.Eating Disorders in College Eating disorders are prevalent among college students.
The transition from home to college is characterized by the loss of direct parental support and decreased structure. Adolescence and the problems of puberty. it creates an outcome problem: how to act young manly or young womanly. This is the problem of sex role definition. it can put a girl .
Focusing on curbing the teen pregnancy problem will most certainly put a dent in the number of school dropouts. While teen pregnancy often causes students to drop out, being engaged in school can reduce instances of teen pregnancy. Transition Issues.
Of those people, 31 percent attended public high school, 21 percent were enrolled a four-year college or university, 19 percent went to a two-year college, 19 percent weren't going to any school in California, 4 percent were students at private high schools, and 1 percent of students were in a General Equivalency Diploma program. Benefits and Challenges of Diversity The diversity of a university’s faculty, staff, and students influences its strength, productivity, and intellectual personality. National Women’s Law Center. 6 When Girls don’t Graduate, We All Fail. I. Dropout Rates for Female Students Are Dangerously High. 5. A.. Too Many Girls Are Dropping Out of School.
1. There is the stress of making a good adjustment because students believe their future depends upon their doing well. Did they make the right choice?
young adults (Pempek, Yermolayeva, & Calvert, ). In particular, college students form a large proportion of users on social media networks.
Lenhart, Purcell, Smith, and Zickuhr () found that 72% of all college students have a social. Perceptions of Early Marriage and future educational goals for Hmong female adolescents. The participants were a convenience Due to the high occurrence of early marriage among Hmong students in the United States' educational setting, it is important for counselors to understand the Hmong population, especially.