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4
A major concern in grouping diverse peoples into one category is that
“Hispanics or Latinos differ sharply in historical experience, socioeconomic status
and identity” (Calderon, 1992, p. 37). Even among Mexican-Americans, great
differences exist between those who originally inhabited the Southwest, immigrants
since 1910, and descendents from both of these (Calderon, 1992). Puerto Ricans and
Cubans, have even greater differences among Mexican-Americans and within their
own group (Calderon, 1992). Despite this concern, another common term used to
identify individuals from Latin American countries is Latino. Latino, however,
appears to be more favorable than Hispanic. It is seen as a unifying term among
“Latino groups whose identity is socially constructed by U.S. foreign policy”
(Calderon, 1992, p. 39). The term, Latino, has existed within activist circles since
the middle 1970s, becoming a symbol of common issues and collective action.
However, the intent of the term never implied a separate ethnic identity as did the
word Hispanic (Calderon, 1992).
During the 1960s, Mexican-American activists fought to establish Chicano as
a replacement for Spanish-American which denied native origins and solely implied
Spanish origins (Calderon, 1992). However, the greater society continued to accept
Spanish-American as the common term since Chicano and even Mexican-American
were seen as militant terms. In time, the word Spanish-American was replaced by
Hispanic, with the approval of various Latino politicians (Calderon, 1992).
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 11 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 4 A major concern in grouping diverse peoples into one category is that “Hispanics or Latinos differ sharply in historical experience, socioeconomic status and identity” (Calderon, 1992, p. 37). Even among Mexican-Americans, great differences exist between those who originally inhabited the Southwest, immigrants since 1910, and descendents from both of these (Calderon, 1992). Puerto Ricans and Cubans, have even greater differences among Mexican-Americans and within their own group (Calderon, 1992). Despite this concern, another common term used to identify individuals from Latin American countries is Latino. Latino, however, appears to be more favorable than Hispanic. It is seen as a unifying term among “Latino groups whose identity is socially constructed by U.S. foreign policy” (Calderon, 1992, p. 39). The term, Latino, has existed within activist circles since the middle 1970s, becoming a symbol of common issues and collective action. However, the intent of the term never implied a separate ethnic identity as did the word Hispanic (Calderon, 1992). During the 1960s, Mexican-American activists fought to establish Chicano as a replacement for Spanish-American which denied native origins and solely implied Spanish origins (Calderon, 1992). However, the greater society continued to accept Spanish-American as the common term since Chicano and even Mexican-American were seen as militant terms. In time, the word Spanish-American was replaced by Hispanic, with the approval of various Latino politicians (Calderon, 1992). |
