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Secondary Schools Helping Mexican Immigrant Students Overcome Marginalization

Secondary Schools Helping Mexican Immigrant Students Overcome Marginalization. Craig A. Hughes, Ph.D. Central Washington University Hughesc@cwu.edu www.cwu.edu/~hughesc National Association for Bilingual Education Annual Conference January 30, 2003: New Orleans, LA.

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Secondary Schools Helping Mexican Immigrant Students Overcome Marginalization

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  1. Secondary Schools Helping Mexican Immigrant Students Overcome Marginalization Craig A. Hughes, Ph.D. Central Washington University Hughesc@cwu.edu www.cwu.edu/~hughesc National Association for Bilingual Education Annual Conference January 30, 2003: New Orleans, LA

  2. What is Marginalization? • Marginalization is the process through which students "do not feel part of the social or academic mainstream in class or anywhere in the school" (Zanger, 1993). • Exclusion: not accepted as a member of the school community • Subordination: lower status imposed by others • Cultural Invisibility: Failure to recognize or include cultural heritage and values

  3. What can schools do? • Examine school structures • Evaluate personnel interactions with students

  4. School Structures • Provide Challenging Curriculum

  5. S: Like, my classes were too easy for me. And that’s because... I didn’t take hard classes. I took band. Easy classes. Instead of taking more advanced classes. I guess. More priority was given to other students.C: Then nobody, nobody really thought you could handle those higher classes?S: They didn’t pay attention. And like I never took math. So then when I did take one math, it was kind of hard. Because I had never taken it. (2nd Generation Female)

  6. School Structures • Provide Challenging Curriculum • ELL Programs

  7. S: It never surprised me when the new immigrants were pushed out. I don't think I could have withstood the kind of terrible stereotypes of them.. There was a time when if you were in ESL it was taken that you were also stupid, you know. Not that there was a language barrier, it's just that you don't know anything. And that your education is inferior.(2nd generation Male)

  8. S: After they got out of ESL, stuck in more programs, like for the ESL students. Like the American History class. It was in English and in Spanish. And they got in classes the same way. With someone that speaks Spanish there that can help them. So they, they were like getting really lazy. Not doing any homework pretty much. Because they were like, in Spanish and in English, it was kind of easy. (1st Generation Female)

  9. C: How did you feel about the ESL class? S: Oh, we loved that class. Because it the only time we had opportunity to study. And to learn some language. And that way we could communicate. And that was the time we could talk to the teacher. Or to ourselves. That was important. (1st Generation Female)

  10. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs

  11. S: A lot of people told me, you know, some people they want to get you into a cosmetology program. Because they don’t think you’re available to go through college. (1st Generation Female)

  12. S: And I went to him (counselor) one time to change my schedule. Because he wanted me to take woodshop instead of typing. And I took typing instead of woodshop. Because, like, I like build things, like with my dad and stuff. Help him out. But I know typing would have helped me out a lot more. Why I needed it. Computers and everything. (2rd Generation Male)

  13. S: And we had this English course. And it’s for seniors. And they just help, help you do your résumé. And then an essay for scholarships. And the university. And that kind of encouraged me. Because I had my essays done. (1st Generation Female)

  14. S: And so that's one thing that I didn't understand the system either. That these (English-speaking) kids were not attending classes or anything. And they were still passing. And then we have these Mexicans where they were attending classes but they couldn't, you know. They couldn't comprehend well. They didn't understand the English teacher. And they were getting bad grades. So, it was like, "Well you know something's wrong here. These kids are passing. These kids are failing." I was like, "Do they really want them to graduate?" (2nd Generation Female)

  15. Include In Challenging Academic Programs • Consider ways in which Spanish can be a positive addition to the school. • Help teachers learn how to modify curriculum • Workshops • Classes • Books

  16. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel

  17. School Size Issues • Larger school • Offers more programs • Less personal contact • Students can disappear • Smaller school • Fewer programs • More personal contacts

  18. Small School Possibilities • Physically smaller • Create more schools in a particular area • Symbolically smaller • Creation of “families”

  19. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel • Include ESL students • Extracurricular Activities

  20. S: I started liking cheerleading because my freshman year I didn't do anything at all. So I didn't have a lot of friends. I did, but not that many. The next year, when I started cheerleading and doing tennis, I met a lot of people in class that I didn't know before. And I just became friends with them. And they were involved in these after school activities. So I just helped them, when they asked me for help. (1st Generation Female)

  21. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel • Include ESL students • Extracurricular Activities • Choice of activities

  22. S: When I was a senior. They were going to have this celebration for Cinco de Mayo. And the teacher suggested to us, "What should we do to show them that you have pride in your culture?" So we suggested to do the himno nacional. And escorta. To form a escorta,... the color bearers, yes. So we did that in front of the school in the theater. And I was so proud of doing that. Even after, the other students were saying, "I saw you". And I'd say, "Oh yes." I mean, I was really happy. (1st Generation Female)

  23. S: (Something that I always wanted was soccer. But the law was that illegals, those with no papers, can’t play sports. I don’t know why. There are times you go on trips. To other areas. That’s why they couldn’t. I never, never knew of any Mexican that played sports in the extracurricular activities there. This would give them, give the Mexican students more opportunities to do things outside of their studies that would make them feel good.) (1st Generation Male

  24. S: You know, a hundred and fifty dollars to play a sport, that's a pretty lofty fee. A hundred and fifty dollars, I mean that's, that's like, you know, all the money that you're going to have the whole month. For your own personal expenses. So, those kind of things, I think the school could offer may be more benefits to students who were really in need. (3rd Generation Male)

  25. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel • Include ESL students • Extracurricular Activities • Choice of activities • Scheduling of activities

  26. Scheduling Concerns • Hours activities are offered • Parents work extended hours • Bus schedule • Finances limit personal transportation

  27. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel • Include ESL students • Extracurricular Activities • Choice of activities • Scheduling of activities • Outreach to parents • Language

  28. S: There was like parents night ... when I was in elementary school. And I think that kinda pushed them away later because the teachers didn't know Spanish. And they didn't understand what was being said or anything. And so they just didn't go after that. I don't remember them going in middle school or them going in high school either. I would tell them about it or functions that would require them to be there. Not required but, you know, ask parents to be there. And it wouldn't call their attention. They just kind of stayed away. (2nd Generation Female)

  29. School Structures • Provide Challenging Curriculum • ELL Programs • Academic Programs • Create “Small School” Feel • Include ESL students • Extracurricular Activities • Choice of activities • Scheduling of activities • Outreach to parents • Language • Cultural acceptance

  30. One thing was when I was nominated for homecoming royalty my senior year. And for the homecoming game we had to go with our parents to be presented as the royalty for the homecoming. And when I found that out I just didn't go because I knew my, it would be awkward. It'd just be weird for my parents to go. They wouldn't feel comfortable. (2nd Generation Female)

  31. School Personnel • Need to be student advocates

  32. Student advocates • Demonstrate confidence in and challenge students’ abilities • Avoid negative stereotypes!!!

  33. S: So that's what the teachers and administrators did. I think they just clumped them in there. “I don't care if they’re good at math. I don't care if they’re good at science. You don't know English, so you're in there.” I think that's wrong because they just get discouraged altogether and, I mean, they are discouraged because they don't know English. And then they’re discouraged because they can't fully use the thing that they are good at, what ever it is. They don't get opportunity to share it. (2nd Generation Female)

  34. S: My math teacher, I worked with her four years. I went in that grade hardly knowing English. And it was a different program. Interactive math. And it's a different way of learning math, word problems. And you find different ways to find an answer. And so, we were divided like in four persons per group. And we would interact finding an answer…And so I needed to work like twice to understand the problem.... So we needed to go in front of the group and present it. And so I think that that helped me to develop more security communicating with my other classmates, you know. (1st Generation Female)

  35. C: And what else did she do to really help you? And encouraged you? S: I was with her like in middle school. Then when I got to high school, I only did one semester and that was it. For me, for ESL. She like, "You don't need it anymore." She's like, "You're not taking it." And I'm, "Okay." (Laugh) And then she like pushed me, "You're not going to take anymore ESL classes. You start taking the regular classes. With no help." And I'm like, (Laugh) "Fine." (1st Generation Female)

  36. Student advocates • Demonstrate confidence in and challenge students’ abilities • Integrate Mexican students with mainstream students

  37. C: What did she ( the teacher) do so you could interact with the Americans?S: Well, she did activities during which, because I spoke Spanish and the rest of them that came to class, no one spoke Spanish, so she put me to work with the rest of them. To help them. Later, she made me the student teacher, what ever it is. Student aid, yea. So then I started to begin to practice more with them. With the Americans. (1st Generation Male)

  38. Student advocates • Demonstrate confidence in and challenge students’ abilities • Integrate Mexican students with mainstream students • Effort to improve school environment

  39. S: My math teacher never gave us any papers or anything to do. Math and we can kind of figure out what's going on. And so we started to sitting on the back and he just kind of ignored us. So I talked to her (the ESL teacher) about it. And he started giving us homework. And talking to us, like, "Oh. That's good." C: So, because she talked to him,S: Uhm she, yea.C: You guys were able to get more involved.S: Yea. Because he was pretty much ignoring us. We're like, "What are we doing here? If you're not even paying attention to us...So I talked to her about it and she like, "Why is he doing this? It's like a math class. You can do it." (1st Generation Female)

  40. School Personnel • Need to be student advocates • Support the students

  41. Student Support • Develop a cultural understanding

  42. S: And so these Mexican American kids, they go to one teacher and one teacher only And her name was Mrs. Vigil, one of the only Mexican American teachers at the school. And Mrs. Vigil, a great lady, kind of make you feel like you were a son or daughter.... They wouldn't go to anybody before Mrs. Vigil. Mrs.Vigil made them feel right at home. So, had it not been that, had Mrs.Vigil been a very cold teacher, a very shy teacher, not very public type of a teacher, they wouldn't have gone to anybody. (2nd generation Male)

  43. C: Did any of the teachers ever treat you like they expected you to be less Mexican?.S: No. They were always curious. Asking me questions. "Oh, what do you do in Mexico?" Like the Cinco de Mayo thing. They're really into it. But I don't why because it's not a big deal in Mexico. They were asking questions and they wanted to learn from me and I wanted to learn from them. (1st Generation Female)

  44. Student Support • Develop a cultural understanding • Develop a supportive relationship

  45. S: I had a free period that during that time. And she needed an aid. And so she asked me if I could be her aid during that time class. When she had her free period too. So, I was her aid. And during that time, she taught me how to actually, like, write. Improve my writing. She's like, one-on-one improve my writing. How to actually study. And she gave me a story called, "Three Letters of Teddy." It's kind of an inspirational story about a kid and a teacher. And she told me that I was her Teddy. The kid who went on to college and became a doctor. And that I was her Teddy. It was really heartwarming. And she meant a lot to me. She was almost like a friend to me. (2nd Generation Male)

  46. Student Support • Develop a cultural understanding • Develop a supportive relationship • Develop a willingness to help

  47. C: Think about your favorite teacher now, what did that person do that really made you feel a part of the class? What type of activities? S: The teacher. Made me feel, he helped me learn work. Any time I needed help, he would be there. He will be available during lunch and all that. He didn't mind me being in his classroom and talking to him. Telling him many things about school. The problems I had. He supported me. (2nd Generation Female)

  48. Conclusions • Create an exciting and challenging learning environment. • Avoid the negative stereotypes that limit student potential. • Encourage personnel to take an active role in the education of all the students. • Do it with a positive attitude. Students know when you do not want to do it.

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