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Some differences in factors related to educational achievement of two Mexican-American groups

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Some differences in factors related to educational achievement of two Mexican-American groups

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Content i S C Ï N D S I)] %F lP I G R ] S T f ( ; E l 3 : I B f FVl(3T0RZ; ] R ] G I , A ' F ] S I ) " ? ( ) EDUCATIONAL ACHIEVEMENT OF TWO B og: x::[(]jLBf..AJM 0S]%][(iaiN (% i()ups by Philip Montez / / / A Thesis Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (Sociology) August i960 UMI Number; EP65779 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Dlssarteiion Pyblisfing UMI EP65779 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 UNIVERSITY OF SOUTHERN CALIFORNIA GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES 7, CALIFORNIA So '61 M7 p. 25. 20 g revealed that between 15,000 and 125,000 Wetbacks annually migrated to the Lower Rio Grande Valley regions alone. Of these approximately 85 per cent were male and 95 I per cent common laborers. Most of them came for quick ; money, and planned to return to Mexico to a much improved ilife. 16 ! The principle effects uncovered by this Commission were : 1. Continued poverty 2. Retarded assimilation 3. Perpetuation of ethnic hostilities.-^^ The wages of these were found to be very meager ^ for long working days. The rapid turnover of the labor population allowed little or no assimilation. To make matters worse the Wetback became competition for local labor. Because of their demands for better wages the local laborers became undesirable. Employers would not hire them and preferred Wetbacks. The competition was too much for the local labor and many were forced to migrate north to better jobs. The invasion of the Wetback certainly contributed to a substandard mode of living for the natives of the valley. I The Commission in observing the educational i I background of the Wetbacks found 53 per cent had no j - .. ' ' “ ' pp. 26-32. . pp. 33-35. 21 formal schooling; that 73 per cent had had three years or less; and that 90 per cent six years or less. Thirty- nine per cent were illiterate in Spanish and knew no English; 2Û per cent could read and write Spanish but knew no English. Thus, 6? per cent knew no English. It appears that the same results would be obtained if the Commission was to study the problem in other geographic areas. Culture Culture has been defined as *that type of behavior learned as a result of membership in some racial group and which constitutes an organized body of understandings 1A for conduct.^ The larger culture with its many complexities must show great dependency on its varied subcultures, which consequently shows a decrease in conformity. The lesser cultures show a great amount of rigid conformity due to their lack of dependency on the many subcultures found in a large culture. A culture which lacks stability or one that is undergoing rapid changes tends to lose its identification. I The culture begins to weaken and reveals loss of power, < I conflicts, as well as personal insecurities. This then, 'was the position of the Indian culture of Mexico which !________ l^Ralph L. Beals, "Culture Patterns of Mexican- ' American," Southwest Council on the Education of Spanish- I Speaking People (January. l$5l), P. 7. ~ _ 22 failed to meet a crisis owing to its inability to adapt to the higher culture which Spain offered them. In his winning the right to continue his communal life he carried on to future generations the conse quences of his failure to meet his new conditions. That failure has been repeated age after age and by- government after government, and the crisis of Indian adaptation to the white civilization which has pressed upon him has come down to our own day. It is that crisis which faces the white Mexican and through him all the white world today. For the crisis of Mexico is essentially this crisis of the Indian, due to his failure, again, in the past decade, to meet the crisis of government which has been thrown into his hands by the machinations of mixed-breed agitators. The fight and struggle of the Indian appears to have been one of survival. What then is the Mexican’s cultural background^ He has borrowed some of the ^ European mores, a few from the established and distinct American culture and last but not least has blended these with Indian traditions. Indian culture which he knew from centuries past stressed the elements of: (1) communal rather than democratic mode of life; (2) dominance of individual physical and mental traits; and (3) love of mastery by leaders and personalities.^^ From his primitive way of life the Indian learned the importance of his responsibility to self and community. He also stressed physical awareness and mental alertness. ^^Wallace Thompson. The Mexican Mind (Boston; Little Brown and Co., 1922), pp. 9-10. 20lbid., p. 9. 23 Self preservation became his every day challenge. In order to avoid being conquered he must conquer his enemy. On the other hand, all these resources were geared to benefit the community. His greatest shame could only result from being cast out and disowned by the tribe, for failure to live up to the accepted code. The important elements in his makeup appear to be respect, love and fear. To this cultural background may be added the pride, the longing, the individualism, the deep religious thought of the Spaniard. To this may be added the laws and codes which were imposed upon the Indian without any analysis of his needs. For four hundred years there was Spanish domination through the enforcement of law and religion. Then in turn, there was the Maximillian regime ,with its rigid codes, and finally the ready-made rules of the United States and we have a culture which has enslaved the Indian since its conception. Educational Characteristics When the Spaniards arrived in Mexico they made no attempt to educate the Indian. Instead they indoctrinated him with philosophies of the Catholic Church and Spain. The fact was that the Spaniards were interested in domination rather than education. They had no feelings for education, even for themselves. The Spaniards did not educate the peons or attempt to elevate them; neither did they try to 24 elevate themselves. The whole of Mexico was plunged into apathy, but it was an apathy of supreme indifference, not of despair.21 The Spaniards made no effort to raise the Indian to the professions but rather to convert him to Christianity and make him a productive individual for their caste system. His education was placed in the hands of the Church and was basic and broad. Much emphasis was put on religion and manners and comparatively little on the training of the mind. Furthermore, the background of the Indian was never evaluated in order to see what his educational needs were. No true system of education was developed, for education was considered a special privilege of certain social classes and never a choice of the common people. After the struggle for independence, nothing was done in the way of education until almost the middle of the last century. The colleges and schools already established had begun to lose their drive. The Church was occupied in retaining its foothold and each successive government inherited the burden of debt from its predecessors. The true rise of education came under the leader ship of Porfirio Diaz, President elect of Mexico in lA?6. His feelings are expressed in the following quote; ^^Ibid., p. lAO. 25 Education is our foremost interest. We regard it as the foundation of our prosperity and the basis of our very existence. For this reason we are doing all we can do to strengthen its activity and increase its power. I have created a public school for boys and another for girls in every community in the republic. Education is such a national interest that we have established a Ministry of Public Instruction to watch over it. Education is the one thing needful to a people; if they but possess it, all other distinctions are added unto t h e m .22 Even with the great interest of Diaz, the educa tional struggle continued because of the lack of funds for this program. In the thirties President Cardenas passed a law which required every person in Mexico who could read or write to teach one other person to do the s a m e .23 From here we find education making great strides in Mexico, but even with the progress made, the peon of Mexico still finds himself at levels far inferior to the standards of his North American neighbor. This background gives us some evidence why the Mexican-American shows a very low level of professional or educational achievements. Table 4 shows figures taken from the Annual Report of the Commissioner of Immigration and Naturalization. Of the total Mexican-American population in the Southwest of 2,281,710 only 122,935 ^^Nevin 0. Winter, Mexico and Her People of Today (Boston, Mass.: L. C. Page and Co., 1923), p. 264. ^%iguel A. Robles, Historia Politica de la Revolucion (Mexico, D. F.: Ediciones Botas, 1946), p. 271* 0 ) o â > M O §'§ O c d rH rH T3 t a O G > > O o *H iH CQ (X C O JcS o k Pm T) ^ < D 0 ) T 3 bO C ^ Q) r - J + 3 I —I +) O <4 O O 'O o OÆ T5 ü cco < D -P Xî + 3 bO - s * î «H 0 ) ■p c a 4 ) rH I 0 ) rH rH I < D rH t a § 0 > 26 % I T V ir \ g O cv I T v • C O • C O 3 vO C v i § C s i K\ i r\ N if \ ir \ to D - - <M ON i f \ g (V O O r r \ I T \ H ) - O ir\ O ON - 4 ' cr\ -4 & en UN VN CV O m O <n o o cv L T \ S L f N • C O o WN O rH -4 0\ ‘ en m o rH Nû en o O iH en C N 2 O -4 C N 2 en ON O en O O ON o- en m en en nO m 3 vd' rH g UN C N i ta c © N •rH g NO O en ta •H C U O «H •H rH S I f N ON O Ncf O X J ca fe rH O O m U N UN UN O ü •H X M ï UN NO UN C N 2 rH to X O en CNJ ON o o en NO g -4 o rH UN ON • C O UN o o o • e o ' t UN NO UN 3 UN W rH < a ■ P O Eh X> 3 m o en c \i ON g nO rH UN O n to en I —I UN en ON C N i ( N 2 T 3 § a 0 •H t a k •iH 1 «H O 5 3 0 O •H C Q C O •H O O Q) x : •p <H o p ÎH o © p c î § a ress, 1951), p.. 541. 42 he associates himself with occupational groups having low social prestige, we know that he assigns himself a position low in the social hierarchy. In like manner if he associates himself with occupations characteristic of the middle range or of the upper level, he so classifies himself. On the surface, the scale appears to be concerned only with the ratings which people give these occupations. Possible scores on the S.C.I. scale range from 0 to 4 2. The higher the score the higher the position which the subject assigns himself in the social hierarchy. The scores are interpreted by giving class names to increasing score ranges as shown in Table 5. Questionnaire The questionnaire was made up of items using the multiple choice technique, with the exception of the first six, which consisted of personal data of the individuals. The questionnaire was the same for both groups, with the exception of question six. For the college group, we asked what their major field of study is in college and for the non-college group to state their present occupation. The questions were set up in order to give us the information that was necessary to show us the differences related to the two Mexican-American groups. There are questions which stress the parental background as well as I I 43 TABLE 5 INTERPRETATION OP THE SOCIAL CLASS IDENTIFICATION SCORES^ Score Range and Interprétâtion Definition (In opinion of the judges used by Sims in construction of the scale) 1-6 Lower working class 7-12 Working class 13-18 Working middle class 19-24 Middle class 25-30 Upper middle class 31-36 Upper class The class to which people who follow occupations such as garbage collector, farm hand, cook for a family, and cotton mill worker generally belong. The class to vhich people who follow occupations such as factory worker, house-to-house brush salesman, automobile mechanic, and telephone operator generally belong. The class to which people who follow occupations such as railroad ticket agent, telegraph operator, book keeper for a storej and neighborhood grocery store owner-operator generally belong. The class to which people who follow : S such as real estate , high school teacher, druggist, and large farm owner- operator generally belong. The class to which people who follow occupations such as newspaper editor, minister, civil engineer, and United States Army colonel generally belong. The class to which people who follow occupations such as corporation lawyer, owner of a chain of stores, large city mayor, and surgeon generally belong. 44 TABLE 5— Continued Score Range and Interpretation Definition (In opinion of the judges used by Sims in construction of the scale) 37-42 Upper upper class The class to which people who follow occupations such as university president, large bank president, transcontinental railroad president, and United States ambassador generally belong. ^Verner M, Sims, SGI Occupational Rating Scale. Manual of Directions (New York, New York: World Book Co., 1952),p. 4. 45 : the attitudes of these parents in relation to education. The family, including the parents and siblings are without doubt the greatest influence on the individual, when we evaluate his educational achievements. In this ques tionnaire recognition is given to the important role the school environment plays in the life of the individuals. His attitude towards the school and his teachers will certainly contribute to his thinking in relationship to education. The friends of the individual must also be considered as their views and feelings are passed on and help strengthen or weaken the thoughts of the persons they come in contact with in everyday life. Last, but not least, an attempt was made to evaluate the feelings of the students in this study, as their personal thoughts about themselves are of utmost importance in determining their success or failure in life. Their progress or disappointment is observed in relationship to educational accomplishments. CHAPTER I? ANALYSIS OF RESEARCH DATA Family Background In oar sample of one hundred and thirty-eight parents, the birthplace varied between Mexico and the United States, The place of origin for all parents is indicated in Table 6, The parents of the non-college students have the highest ratio of foreign born with So.3 per cent. In contrast the parents of the college student had 66,1 per cent who were born in a foreign land, The college students ^ fathers born outside of the United States comprise a total of seventeen, of whom 66,2 per cent have been in the United States ten years or more. Of these 11,1 per cent have never become citizens. Concerning the fathers of the non-college students, twenty-eight were born outside of the United States, 66,5 per cent of whom have resided in the United States ten or more years, and 32.2 per cent of them have never obtained citizenship in the United States, The non college fathers are about three times higher in their non-citizenship rate than the college fathers. With i reference to the mothers of the non-college students ! 46 VO 3 m g g « g ë g 3 ë « M m a > -P E S €> d o m w Q ) r-4 1 —4 0 O 1 § % C Q +3 g T) a p m S) m fH rH O O 1 g O m rr\ o xo O v r - 4 o o 47 o 8 . r-l I h 0 ) o r^to r4 k f\0 ir\ o o o v O m r ^ c v i v O i H 1 —1 r - a :s i H 1 — 4 i H e t f c d c d i H P p p (d 0 3 0 3 O 0 3 0 3 o © © o p ' S - j S - i P % 4 ÎH p U J h P o 0 ) O ) X > © © X © © X ja xî a x; x; a X X a p P m p p m p p KO o C O o t t S o © S Pc, S PA ^ P c p c m r — 1 v O rr\ o o « # • v O o rr\ o S h v O o <Ü 1 — 4 a, < u o v O ir\ r —1 u \-4“ O v O N C N i C M G C V i r— 1 r ~ 4 X a 0 3 r4 © r-4 i H (d P c d © 1 — 4 P QS ' P P c d ( 0 to O p © © O © © O P P C O P , J L , P Pi P O •• < D < D rO © © X © © X 0 - 4 O Xî x; a T 3 X X a *• X X a o p p m © p p C O P i p p M •H o < d P O < Ü ©o © X ^ Pc, •H ^ Pc X S Pc m a P S O 46 72.7 per cent were not citizens of the United States and 30.6 per cent of the mothers of the college students were not citizens of the United States. The amount of education of the parents of the groups studied varies a great deal. The parents of the non-college students had no college training, but five of the parents of the college trained students (or 6.1 per cent) had received some college training. In contrast, 21.1 per cent of the parents of the non-college students have had some high school education, while 43.3 per cent of the parents of the college trained students had some high school education. Of the parents of the non-college boys, 53.9 per cent have had eighth grade or less of schooling, and of the parents of the college group 35.5 per cent had eighth grade or less of education. Some of the parents claimed no formal education. Of these the parents.of the non-college students again have the higher rate, I5.6 per cent, while the parents of the college students have 9.6 per cent. The range of occupations of the fathers is shown in Table 6. The significance here is that only I6.4 per cent of the fathers of the non-college group are I represented in the four higher classifications, whereas 54.6 per cent of the fathers of the college group were in the top four classes. The fathers of the non-college group placed up to 61.6 per cent in the lower three GO E h 0H i 0 1 E h 0 1 © +> c X © 3 xJ © o 1 -4 o \ "to C v i 3 o • • • X X XV O N O GO k N L f N 1 — 1 O © X © P - 4 b O © 1 — 1 E l 1 — I © O rO o X X C \i r - X o r4 -4 X o - 1 0 C Î % o a © ■ X 3 a © 1 -4 rr\ vr\ to X \ © o # • • • • TJ " 0 0 IP V On X V o 3 ■ E l -4- XN o X © X GO P L , © t x O . 3 © © 1 - 4 X IfN o_ N X C V c\i 1 — 1 B C V (V X O 3 O a W W 3 © O r 4 •H h O X 3 E l © •i4 O Ü 3 3 •H © X X OS X ts © o 3 U o td 3 X X G E l r 4 o X b O E h © Ü X b O GO X 3 o © X O 3 r4 X X «H r4 bO b O X O •H •H O •H O w M Q 49 to M m g g g g ë § M E h p L , tD O O O © X 3 X © 3 X © O r r \ X -4 to 4 o 3 O • • • • • • X lA CM O O- LA to o CO El X -4 X 1 — 1 o © X © 04 h O © X E l X © o X O (V X 4- to X to o S 1 —1 CA 1 3 3 0 O a © X ■ "2 3 3 © -4 CM On CA 1 —1 4 r- O © O • » • • • • • • X X X CM ON ON X ON O 3 El X X 1 —1 CM o X © X CO fX, © b O © © X X cv ir\ -4 X ON CM CA 1 — 1 X S CA G 3 O S X C O 1 — 1 ü Cd •H 3 E l G 0) X •H tX (0 X ro o 3 X X td (0 3 © <Ü 3 X © X C O X +) O cd C h 3 IS: X X O •H •H O C O •H © Eh W U 3 X r —1 © © EL © © W 1 —1 © b O 1 ü X 1 •H C h 3 •H •H 1 —1 X J x i O 3 B C h •H B ro 3 © CH © 3 <X. S CO O CO CO X 50 51 categories or labor classes, while the fathers of the college group comprised only 45.2 per cent of these lower groups. The rate of mothers who are working outside the home is much higher for the college students group than for the non-college students. For the college students, 93.6 per cent of their mothers were employed either part time or full time. For the non-college students, only 57.9 per cent of their mothers were working. This seems to coincide with the patriarchal family attitude that the father is the chief breadwinner. The less Americanized the family, the more the mother remains in the home. Another observation along this line is that only 13.1 per cent of the non-college parents are separated or divorced, whereas 32.2 per cent of the college parents are separated or divorced. Size of the Family The number of children per family varied somewhat, with the non-college group averaging 2.9 children per family and the college group averaging 2.5 children per ; family. Among the children of the college group, 44.7 ! per cent were girls and 55*3 per cent were boys. The children of the non-college group included 52.2 per cent 1 girls and 47.6 per cent boys. The only significance in this observation is that the average number of children 52 per family was higher in the non-college group than in the college group. Education The education of the parents having been discussed let us observe the educational characteristics of the students themselves. In the college group 60.7 per cent are high school graduates, whereas in the non-college group only 34.2 per cent are high school graduates. The reason that 19.3 per cent of the college students did not graduate from high school appears to be that they dropped out of school and entered the armed forces. Upon discharge from the service they decided to return to school. This becomes evident when noting that there are more veterans in the college group than in the non-college group. In the college group 16.1 per cent completed at least three years of high school and only 3.2 per cent completed two years of high school. The non-college group again draws a lower number of years completed in high school; actually, 34.2 per cent finished three years of school, 16.5 per cent completed two years, and 13.1 per cent dropped out after the first year in high school. During their stay in school 56.1 per cent of the college students majored in a college prep course and 6.5 per cent studied industrial arts, 19.4 per cent studied business and the remaining 16 per cent majored in On m g «4 88 P C S O 4 KO O S: M En ÎX « K . K % M M O S M M Eh cc M 3: feEH § o o M O X m GO PD 0P CO 4 g§ C 5 5 gs gg 4 d © o à d, o îa 4 la CTn -CO ♦ • • • to X CM CM 4" X 1 —t LA CM 4 4 X r- é LA CM 53 P X d © LA LA CM X © O •p X X C A X © E l X X © E L C A 04 I O % O CM CM X LA S h c d © X M C A p X d o © CM CM o o • • JG C A C A ü E l eo © CM 04 \ 3 b j O ♦H Œ • o X r - 4 s p d © o E l © X 0U . o s U i P W p ü p E l © d 0,4 *o © © © p X El X 1 — 1 3 3 04 c d (d X CO p *H w P C d © © El © O P E l bO P © P o O © © © d El X Eh 'X hO X 3 X © 3 c d © X X © Æ ! C O je; X O d 3 p X O X m O s X © 3 3 • H P 3 â I I ON M X S <4 EH 4 1 o © 04 O X O t > - • • • o X C M X C M 4 to X C M 4 C A C A p 3 X © C M C M X X C M © O • • • • • p L A L A C A O 4 © 3 X X C A r — 1 © 04 C A 04 S o o w O C M C M L A 4 < A 3 % X © H C A P X 3 o © X O - C M L A o O . • * # X O C M l a to o 3 X X C D © C M 0 4 J G b O • H æ # O 4 X C M g p 3 © O N C M X O • l a ( A 3 X © 1 — 1 0 4 O C A C M L A g W P 3 © © P X p ü 3 3 © P O, < 4 • f - 3 © © © X 3 X X 3 © 0 4 c d cd r H C D b O X © P (d © © 3 © o p 3 X b O P © P o O X © © 3 3 X E h 'O O X 3 X © 3 c d O X X © X C D S 1 O 3 3 P 3 O M f O O O ss 54 55 other fields. In comparison, only 5.2 per cent of the non-college students majored in a college prep course. The greatest percentage of non-college students majored in the industrial arts, or the vocational arts as it is sometimes called, the rate being 34.3 per cent. Some 36.6 per cent of this group majored in the business program, and the remaining 23.7 per cent had majors in other fields. When questioned about their parents' attitudes towards school 67.7 per cent of the college group felt that their parents were "very" encouraging and 25.6 per cent felt their parents were "somewhat" encouraging. The remaining 6.5 per cent felt that their parents were "somewhat" discouraging. Viewing the non-college group, only 16.4 per cent felt that their parents were "very" encouraging, whereas, 66.4 per cent felt that their parents were "somewhat" encouraging. The remaining 13.2 per cent felt that their parents were "somewhat" discouraging. Of the four choices neither group stated the complete extreme, that their parents were very discouraging. Language Language is one of the best known tests in studying degree of assimilation of any foreign group. In the groups studied it was observed that English has become o m X PQ g © bO © 0 O 1 § © bO © O o © o u © 04 3 © X i s ; 1 X 4 X 4 o v£) X X X 3 © 04 X 3 © I % O X 4 o © X O C 7 N O (A to to (A C D X X 3 X LA (A O (A LA CM C M C M C M 3 © X G X G E L X m X © O b O > © 3 G 3 O 3 b O •H M 3 X © X X © X X © ro 3 O X X •H 3 X X 3 X m b O © S T S 3 3 E L o X X M C O o « 04 © 04 3 © I S X 3 © X C^ C^ O X G\ to 3 © 04 LA fA 3 © X m a © 3 s. SX X X 3 X © ês W © oè •H X X © © ü X § o o 56 LA o X 4 X C M X X w •H w X © •H 3 © EL C O X X O X C h 0 3 G •H X © 3 •H 1 O 57 more and more spoken from the time the students learned their first language to their present language of communication with their parents. In the college group i16.1 per cent used English as their first tongue, and 71.1 per cent used Spanish and English as their first languages. Today in communication with their parents the percentage of the combination (English and Spanish) is down to 36.7 per cent, whereas the English language holds a 51.6 per cent position in their present-day parental communication. Even in the non-college group the English language is taking its position as the predominant tongue. Spanish was the first language learned by 73.6 per cent of this group. Those having English and Spanish comprise l6.4 per cent. None in this group claimed English as the first tongue, yet, today English is used by some 13.1 per cent in parental communication, and both languages are used by 36,9 per cent. Spanish, in this group, is still the chief form of communication with parents, holding a rate of 50.0 per cent. Recognizing that language is, as always, an important factor in a person's achievement, such that a I Mexican-Araerican who cannot speak good English is ' handicapped in changing his economic status, a question : asked of the groups studied was, "Do you believe that knowing Spanish was an asset or a hindrance in your i ; education?" The results showed that 74.1 per cent of the 56 college students considered their knowledge of Spanish an asset. This high percentage could be attributed to I their academic requirement to learn a foreign language. ; Those considering Spanish no asset were 9.6 per cent, : whereas the remaining 16.3 per cent felt it did not help or hinder their educational progress. In the non-college group only 21.0 per cent considered Spanish as an asset. The highest per cent was in the area of hindrance where 36.6 per cent were in favor of holding them back in their educational goals. Those that felt it was no asset to know Spanish amounted to 26.9 per cent and those feeling indifferent about the Spanish tongue were 13.3 per cent. It is not surprising to see the non-college group being against the Spanish language since they probably have a great deal of recall in their frustrations with education. Irsenian has pointed out that, "the problem of bilingualism in the United States is one phase of the larger problem of immigrant adjustment to the conditions of life in this country.In the San Jose Study evidence has shown that in the primary grades Spanish-speaking children can be ; brought up to norm in the reading skills. But the data j also showed that these children did not hold up to the S. Tireman, Teaching Spanish-Speaking ; Children (Albuquerque, New Mexico: The University of New Mexico Press, 1951)> p. 27. 59 ; norm in the intermediate grades.This group made no attempt at studying the factors causing this inadequacy and made no judgment on the teaching procedure, language ; handicap, or environmental influences. It is obvious that the language barrier has played an important part in this shortcoming. To overcome the language barrier, all children in the continental part of the United States who speak another language must learn English if they are to achieve an American education. These then are some of the problems which have been observed in our non-college group of Mexican-Americans. Religion The Catholic faith continues to hold a strong influence on the Mexican-Americans. Table 11 shows that 71.1 per cent of the college group hold to this religion , and that 66.6 per cent of the non-college group hold claim to this faith. Of the college students, 25.6 per cent are Protestants, whereas 13.2 per cent of the non-college group are Protestants. The significant issue here is that the percentage is very high on claiming to be I religious, yet the degree of participation is very low. ! The non-college group has the highest degree of participa- ^ tion. Of the non-college group, 55*2 per cent report Î j attending services once a week, and 23.6 per cent attend 34-ibld.. p. 36. rH rH m m 4 E h >H 0 ÏS m 1 g B - t eo 4 B M wo EH M * c £ * Eh W Pc{ m S 04 04 04 40 CO o o I —I s M C C Î © bO © X I —I 0 o 1 3 O z © b O © O o 3 O •H X © •H X •H 4 W 3 O •H b O •H fX © 03 X 3 © to CM O vO (A 3 to X © 04 3 © I S 2 Î I o 3 © 04 '§ 3 5 2 5 O C A (A LA X to X © to LA CM LA • • O • • • • X LA CA LA CM ON CM o CM 3 CM CM CM CM CM CM to X Ü X § •H X X © O © 3 X X © X o X © 3 X o 0 4 o X 3 © O S 3 04 I © 04 3 © I Î 3 X Ü 3 3 X O O X X © O P, •H >> Ü Ü X 3 X © 3 3 © CT04 © 6 60 CM vO vO NO LA CA to CM LA CM X CM O to O N © X X 3 i © © © Ü ê © Ü <§ m X i (A CM 3 © > © © Ü O > © % 61 1 once a month. There were 16.6 per cent who claim to attend services once every two or three months and only 2.6 per cent claim they never attend church. The college group has a much lower rate of attendance, having only 25.6 per cent attending once a week and 22.5 per cent attending church once a month. The rate for those attending once every two or three months and those which claim to never attend religious services are almost as much as those non-college members who attend every week. There are 51.7 per cent of the college people who fall in this category. The Catholic religion which has for many years been the religion of the Mexican begins to show its loss of strength among the college group. This again appears to be evidence of the educated Mexican-American breaking ties with the traditions and customs of his parents. Even in the non-college group one would assume that the rate of participation would be much higher considering the spiritual repercussions for not attending weekly Mass. Occupation The expectations of the college group seem to show signs of upward mobility. In Table 12 showing chosen fields of education and occupation, 29.2 per cent were found to be interested in the professions of Law, Engineering, Medicine and Dentistry. Some 25.6 per cent 62 TABLE 12 MAJOR FIELDS OF STUDY AND OCCUPATIONS OF COLLEGE AND NON-COLLEGE GROUP Major Fields For College Group Number Per Cent Business Administration Behavior Sciences Education Pre-professional (Engineering, Law. Medical or Dental) 6 6 6 25.6 19.2 25.6 29.2 Occupations of Non-College Group Number Per Gent Office and Clerical Skilled Manual Semi-Skilled Unskilled 3 9 16 10 6.0 23.6 57.9 26.3 63 were interested in the field of Business Administration. This field has a great range in areas such as in Account ing, Economics, International Trade, Real Estate and Management. These are fields which offer great opportunities for the young aggressive personality. These are also the areas where the young executive can make his strike which will someday lead to a higher position in the business world. In the Behavioral Sciences were found 19.2 per cent of the college group and 25.6 per cent were in the field of Education. All of these fields will offer a great challenge and the financial benefits will be rewarding. In Table 12 are also shown the occupational interests of the non-college group. The largest percentage of this group is in the semi-skilled trades with a rate of 57.9 per cent. The rate for those in the unskilled Jobs is 26.3 per cent. In the skilled manual class, the non college group has a participation rate of 23.6 per cent and only 6.0 per cent in the office and clerical positions. It would be interesting to observe this group over a I period of time, to see what major changes take place in I the above figures. We can see that by the occupational I and income standards set by both groups, the non-college ! group has set its limitations at a very early age. It is (true that not all the people in the college group will be 64 highly successful in their chosen fields, but no doubt their potential will be increased with their college training. Let us observe the feelings of these two groups in reference to the economic status of their parents. Do these attitudes reflect on their personal endeavors toward occupation and income? In the college group 36.7 per cent felt that they came from a comfortable home, whereas 42.1 per cent of the non-college group felt that their home life was economically comfortable. The college group felt that their home was meager in 19.3 per cent of the cases and the non-college group answered that 26.9 per cent of their families were in a meager state. Neither group would state that they came from a "very wealthy" family, but 6.4 per cent of the college students stated they were from a "wealthy" background. In the non-college group no one felt this way. The remaining 29.2 per cent of the college students felt they were a well-to-do family and only 6.0 per cent of the non-college people had this feeling. From these figures it may be concluded that the non-college group has a greater feeling of economic insecurity. It appears that financial security plays a very important part in achieving educational success. There would tend to be a high correlation between those individuals who accept higher education as a natural 65 TABLE 13 FEELINGS OF PARENTAL ECONOMIC STATUS Economic Status College Non-College Number Per Cent Number Per Cent Comfortable 12 36.7 16 42.1 Meager 6 19.3 11 26.9 Poor 2 6*4 6 21.0 Very wealthy 0 0 0 0 Wealthy 2 6.4 0 0 Well to do 9 29.2 3 6.0 66 phenomenon and their sense of financial security. Social Life Some significant differences appear in the social life of the two groups studied. With reference to their friends while in high school, 42.0 per cent of the college level group reported having mostly non-Mexican friends, while 12.9 per cent reported having mostly Mexican friends. Of the college level group, 45.1 per cent reported having both Mexican and non-Mexican friends. On the other hand, 42.1 per cent of the non-college group reported that their friends were mostly Mexicans and 10.6 per cent reported their friends were non-Mexicans. Of this group, 47.3 per cent reported friendships with both Mexican and non- Mexican students. The trend appears to be that the non college person tends to identify with friends of his own ethnic group, much more than does the college student. The college people also felt that since entering college the time for their old friends has become limited, whereas the non-college group continues to hold a higher rate of active participation with their old friends. In viewing the friends of the parents we note that the college parents spent the highest per cent of their time with people of non-Mexican backgrounds. The non college parents seemed to center their social life around people of their own kind. They showed a very low rate of 67 ,association with non-Mexican friends. The immigrant groups always seem to find a great feeling of security in identifying with people of their own cultural background. The language barrier again appears to have significance in their social communication. The social relationships of the parents are an influence on their children's behavior. These observations can be made by viewing how the children feel about coming from a Mexican background. In the college group 12.9 per cent felt that their ethnic setting had handicapped them greatly. In the non-college group there were 26.9 per cent that felt the Mexican background was a great handicap. On the other hand, 4 6 .4 per cent of the college group and a 2.6 per cent of the non-college group felt that the Mexican background had not handicapped them at all. This shows evidence of inadequacy on the part of the non-college group in facing the reality of being a Mexican. Along with this, 61.2 per cent of the college group felt accepted by all and only 2.6 per cent of the non-college group could say that they felt accepted by all. Only 6.6 per cent of the college students felt that a great percentage of people don’t accept them, whereas 55*2 per cent of the non-college group so reported. The college group appears to feel more readily accepted in the "Anglo" community than is true of the non-college. These feelings of insecurity are other factors why the Mexican-American has difficulties with the American system 66 of education. Social Class Identification As can be seen from the data reported in Table 14 the class identification of both groups differs consider ably. The college students identified themselves largely with the middle and middle-working classes. In the upper- middle class are found 19.3 per cent of the college students and only 3.2 per cent in the upper class. Another 3.2 per cent are identified with the working class. The middle class has the largest ratio with 5 1 .7 per cent of the students feeling that this is their social level, and the middle-working class has a rate of 22.5 per cent. In the non-college group 41.6 per cent identify themselves with the middle-working class, and 26.2 per cent identify themselves with the middle class. Some 16.2 per cent of the non-college group identify themselves with the upper-middle class. Comparing those in the non-college group, who felt they belong in the working class, with the college group, it is seen that non-college people had a rate of 13.6 per cent, whereas the college group had only a 3.2 per cent. This is a difference of over 10 per cent which appears to be very significant. With reference to the social class identification scores, the mean for the college group is 21.1 and that for the non-college group is 16.5, This makes for a M X PQ g C ! 5 S Q g O o CD X ÎS 4 O O CD CD 04 g§ X ^ X 4 4 O O X X |h g E - < % O 4' X O X CD M CD H 4 'S'x 4 04 X O o o ÎS CD O _ e§ 5 PQ CD X M Pd 03 X O CD O X CD PQ 8 g § O @ 04 O X 3 © O P L , fe I % © Ü CD X 8 S) © X X o o 3 © bO © X X o o © W) © X r— { 0 o 1 § s © bO © X X © o o Ci CA o o <0 4 r-o X Ai Ai C^4 • • * • C A CAOwO ca4 X C A C V Ai to X CAtO • • • C A lAX- rH C A C X sO nO n 0\ I —I Ai L A Ai rH Ai I — I L A Ai C A \0 4tO 4 69 Ai v6 Ai A- X LA O I —I nO X X X 1— 1 © © 4 Ai o © Ai X O'OOvO X X C A G C A Ai C V G C \i Ai Ai o i X 1 i i X i i i X X 0\A- la CAX 0 \ C A Ai Ai Ai Ai A! X © 1 — 1 Xî © X) © • H © S 1 — 1 i © o 3 3 1 — 1 © © X î A P L Xî P L P L X 3) tD s ■ p s o 04 T3 Q) a .2 p G o I I -4- x> Q> &0 CD r-4 « —f 0 o 1 d G 0 hO 0 r — I iH G O 0 bO 0 r— 4 t —I <§ I d G IS 0 hO © 1 —1 (H O O V T N t O O- r— I f— I vG 0\\0 vO 70 to à • • • vr\cvi m N c r \ cJ (\f Oi (Y\ c\i C r \ vO C v i rH C N i Vf\ 0 O Ü CO M O CO to \0 -<h r-f r-l f -l I I I l > . ir\r^ rH I —I I — I I —I C O P G C M oto I — I pH I I I pH ONC^ rH iH C O P O P ■§ CO 03 03 <0 pH o bO •H f - 4 i 1 bO 0 d iH •H TJ "G Î H •H O % 71 difference of 2.6 score points. Apparently the college student identifies himself in a better class than the non-college student, and the non-college person feels inferior as to his own position in our social ladder. This is another handicap in the highly class-conscious society for the Mexican-American without a higher education. Family Relationships The college group felt that their father was the head of the house in most affairs. The non-college group qualified their answer in a stronger way by stating that their father was head of the house in all affairs. In both the college and non-college groups the father holds the lead as head of the house in most categories, but the role of the mother tends to become more important in the college group. The non-college people tend to remain steadfast in their patriarchal concept. Generally speaking, in the American family the idea of the father handling all affairs has undergone great changes. It is now considered more democratic for father and mother to share responsibilities. For the non-college group, 41*^ per cent felt that their parents were quite old-fashioned, whereas none of the college people placed their parents in this category. Of the latter group, 4^.3 per cent stated that their 72 ^ parents were "somewhat** old-fashioned, and 45*1 per cent ! of the non-college group felt their parents were "somewhat" old-fashioned. The college group placed their parents on the modern side of this question by a vote of 51*7 per cent with the non-college group only allowing 13.1 per cent of their parents to appear in this column. The college group led again in stating that they usually had their own way at home but the differences in percentage points were not too great. It appears that both groups had a fairly free hand at home in what they wanted to do. However the college individuals showed a slightly higher degree of freedom in the home. The college group stated that 51.6 per cent of them could discuss "most everything" and "everything" with their parents. The non-college group had only 13.1 per cent who felt this freedom in their discussions. They placed their largest per cent (#6.9) in the "usually : everything" and "very little" categories. The college group had a rate of 4#.4 per cent in these two classifica tions. Findings of the study indicate the families of the j college students had much more activity together as a group ! than was true of the non-college family. The college group ishowed a rate of 6 1 .2 per cent for doing many things i together, whereas the non-college group showed only a rate 73 of 15*7 per cent. For the non-college group, the families classified under "seldom do things together" and "never do things together" comprise 66.0 per cent. In the college group only 9.6 per cent were in these negative divisions. The attitude of the college person appears to be much more positive in relation to the American social pattern. A greater percentage of the college group felt that their childhood had been happier than was reported by the non college group. Among the non-college group only 2.6 per cent reported that they felt their childhoods had been unhappy. Another aspect of the positive outlook of the college group is that most of them felt that their lives would be a great deal better than the lives of their parents. Most of the non-college group felt the same way, except for 7.# per cent of them, who felt that their lives would be the same as their parents. The college individuals certainly showed much more positive relationships at home. The generalizations stated here once again show the conflict of the non-college Mexican-American, not only at home, but also in areas away from home. CHAPTER 7 SUMMARY AND CONCLUSION The problem of this study was to determine the attitudes and thinking of the Mexican-American who has chosen to attend college and to compare these findings to similar data for Mexican-Americans who have not attended college. From this comparison it was expected that differences would be revealed in their respective back grounds, and that it may be ascertained whether any of the factors are related. The historical and descriptive survey of the Mexican cultural heritage was based on library sources. The analysis of the college-trained group and the non college group was conducted by utilizing the questionnaire and personal interview methods. Findings The principal findings of the study are as follows : 1. Traditions and customs characteristic in the old Mexican cultural background have greatly influenced both the college-trained and non-college groups. 2. The principal cultural influences have been in 74 75 terms of the family, the community, religion, language, education, and occupation. 3. The Mexican cultural influence has been stronger on the non-college than on the college-trained group. 4. More of the parents of the non-college group were born outside of the United States than those of the college group. (#0.3 per cent and 66.1 per cent respec tively) . 5. More of the foreign-born parents of the college group became citizens of the United States than was characteristic of the parents of the non-college group. 6. The parents of the college group were more advanced educationally than those of the non-college group. 7. The fathers of the college-trained group were more advanced professionally and occupationally than the fathers of the non-college group. #. In their high school background, the college- trained group completed more years in high school and emphasized college preparation programs. The non-college group tended to complete fewer years of high school and to show more interest in industrial arts and business courses. 9. Bilingual problems were less characteristic of members of the college group than of the non-college group. 10. Both college and non-college groups were equal in their affiliation with the Catholic Church, but in the 76 regularity or frequency of participation in services the non-college group strongly surpassed the college group. 11. Occupationally, the college-trained group showed much greater interest in law, engineering, medicine and dentistry, whereas the non-college group showed highest rate of interest in the semi-skilled trades. 12. The college-trained group indicated having a greater feeling of economic security in the home, the non- college group feeling less secure. 13. Members of the college-trained group tended to identify themselves with higher social classes than the non-college group. 14. Members of the college-trained group reported having more non-Mexican friends, whereas the non-college group reported a larger proportion of friendships with ■t: ■ Mexicans or Mexican-Americans. 1 5. Among the college-trained group, the families tend to participate in family activities more than is characteristic of the non-college group. Conclusions 1. In terms of these findings it is evident that the influence of the Mexican cultural background persists, but more strongly for the non-college group than for the college-trained group. 2. More individuality and freedom is shown by 77 members of the college-trained group in religious affilia tion and attendances in family and community ties, in profession or occupation, and education is apparently the principal factor in motivating such change. 3. In terms of the cultural history of Mexico, the Mexican has become passive and nonaggressive, and these traits remain generally characteristic of the Mexican- Americans. However, education, the more advanced it is, serves as a drive to overcome these passive traits and to struggle for self-realization. APPENDIX Questionnaire Please answer the following: 1. Your name _____________________ (not necessary) 2. Place of birth___________________________________ City State 3. Age_________ \ 4. Circle highest grade level completed, or grade you are enrolled in at present. Elementary High School College 1 2 3 4 5 6 7 # 1 234 1 2 3 4 5 6 5. Have you served in the Armed Forces? Yes No__ 6. What is your present occupation?__________________ _________________ (be specific) 7. Birthplace of Father: 1._________Mexico 2. United States 3.___ Other (specify) #. If born out of the U. S. how long has he been living here? 1. 1 to 10 yrs. 2._________10 to 20 yrs. 3.________ 20 or more years 9. Circle the highest educational level completed by your Father. 7# 79 Elementary High School 1 2 3 4 5 6 7 # 1 2 3 4 College________________ No formal education 1 2 3 4 5 6 ____ Don*t know 10. Classify father*s occupation: 1 .___ unskilled 5.____ semi-professional 2 .___ semi-skilled 6.____ managerial 3 .___ skilled manual 7.____ professional 4 .___ office and clerical 11. Check your fathercitizenship status: 1 .___ born in U. S. 2 .___ naturalized citizen 3 .___ not citizen of Ü. S. 12. Birthplace of mother: 1._________Mexico 2._________United States 3. Other (specify) 13. Circle the educational level completed by your mother. Elementary High School 1 2 3 4 5 6 7 # 12 3 4 College ____ No formal education 1 2 3 4 5 6 Don *t know 14. Check your mother * s citizenship status: 1 .____born in Ü. S. 2 .___ naturalized citizen 3 .___ not citizen of U. S. 15. Does your mother work outside the home? #0 1 .____No (Housewife) 3. full-time 2 .____part -t ime 16. What is marital status of your parents? 1.____Married and living together 2 •____Separ at ed 3 .____Divorced 4 .____One or both deceased 17. Number of brothers and sisters 1#. What is the economic status of your parents? 1 .____comfortable 4.____very wealthy 2 .____meager 5,____wealthy 3 .____poor 6.____well to do 19. The friends of your parents are: 1 .____mostly Mexicans 3._____mostly non-Mexicans 2 .____combination of both 20. Your friends in high school were : 1 .____mostly Mexicans 3._____mostly non-Mexicans 2 .____combination of both 21. How often do you associate with your high school friends? 1 .____most of the time 3. never I 2 .____occasionally 22. How did your parents feel about your going to school? I 1.____ very encouraging 3. very discourag ing 2.____somewhat encouraging 4. somewhat dis couraging #1 23- Do you feel that in your parental home you: 1. never had your own way about anything 2 . usually had your own way 3 ._____usually had your own way about everything 24. Your childhood on the whole was: 1 .____very happy 4.____unhappy 2 .____happy 5.____very unhappy 3 .____about averagely happy 25. According to the criteria below how would you classify your parents attitudes? 1 .____quite old-fashioned 2 .____somewhat old-fashioned 3 .____somewhat modern 4 .____quite modern 26. Who would you say is the head of your house? 1 .____father is head of house in all affairs 2 .____father is head of house in most affairs 3. mother is head of house in most affairs 4 .____mother is head of house in all affairs 27. What is the first language you learned to speak? 1 .____Spanish 3.____ combination of both 2 .____English 4.____ don*t know 2#. What language do you speak with your parents now? 1. Spanish 2. English 3. combination 29. Knowing Spanish was: 1.____an asset to my education #2 2.____ne asset to my education 3*____hindered my education 4..___ was indifferent to my education j 30. What religion does your family practice? 1. Catholic 2. Protestant 3. other 31. How often do you attend services? 1 .____once a week______3._____once in two or three months 2 .____once a month_____4*____never 32. Being a Mexican 1 .____has handicapped me greatly 2 .____has handicapped me some 3 .____has handicapped me little 4 . has not handicapped me at all 33. In school, did you feel or do you feel : 1 .____accepted by all 2 .____a great percentage accept me 3 .____a great percentage don’t accept me 34. In your relationship with your parents you can discuss with them: 1'. everything 3. usually everything ^ 2. most everything 4.____very little 35. Your family 1. does many things together I 2.____ does few things together ■ 3.____ seldom does things together j 4.____ never does things together #3 36. Do you feel that your life as a whole will be: 1 . a great deal better than your parents 2 .____somewhat better than your parents 3 .____about the same as your parents 4.,____not as good as your parents 37. What type of work are you now doing or what do you plan to do when finishing school?________________ 3#. What was your major field in high school? 1 .____College prep course 3. Business course 2 .____Industrial Arts 4.____other 39. If there are more children in your family circle your position according to birth. 1 2 3 4 5 6 7 # 9 10 11 12 13 14 15 40. Who has given you the most encouragement and help? 1 .____teachers 3.____relatives 2 .____parents 4.____friends #4 Occupational Rating Scale SEX: M : DIRECTIONS: Most of us identify the people working at a given occupation as generally belonging to a certain social .class. In this Scale you are going to classify according to social prestige the people who generally follow a selected group of occupations. Of course, for any occupa tion there may be exceptions, since occupation is not the only factor in determining social prestige. The exceptions are not to be considered here, however. What is wanted is your opinion as to how people who follow the different occupations rate as a general rule. Look at the list of occupations below. Following each occupation there are four letters: S, H, L, and D. Check each occupation by drawing a circle around one of these letters as follows: S if you feel the people in this occupation generally belong to the same social class you and your family do. H,if you feel the people in this occupation generally belong to a higher social class than you and your family do. ! L if you feel the people in this occupation I generally belong to a lower social class than I you and your family do. I D if you are not familiar enough with the Î occupation to be sure or if you do not care to answer for.a particular occupation. ‘There are no "righty oy "wrong" answers on this Scale— ■ ? ' ......... #5 only your opinions. There is no time limit, but most people finish in less than 20 minutes. Do not spend too much time on any item. 1. United States army colonel S H L D 2. Owner-operator of small bakery S H L D 3. Bricklayer S H L D 4. Cashier of small restaurant S H L D 5. Cotton-mill worker s H L D 6. Newspaper editor s H L D 7. Civil engineer s H L D #. Owner-operator of large firm s H L D 9. Garbage collector s H L D 10. Janitor s H I D 11. State supreme court judge s H L D 12. Corporation lawyer s H L D 13. Real estate salesman s H L D 14. Surgeon s H L D 15. Telegraph operator s H L D 16. Transcontinental railroad president s H L D 17. Owner of a chain of stores s H L D 1#. High School teacher s H L D 19. Telephone operator s H L D 20. University president s H L D 21. House-to-house brush salesman s H L D #6 22. Certified public accountant S H L D 23. United States ambassador S H L D 24. Bookkeeper (for a store) S H L D 25. President of large bank 3 H L D 26. Government clerk S H L D 27. Building contractor S H L D 2#. Cook (for a family) 3 H L D 29. Dentist S H L D 30. Druggist S H L D 31. Factory worker s H L D 32. Farm hand s H L D 33. Filling-station attendant s H L D 34. Truck gardener or farmer s H L D 35. Mayor of large city s H L D 36. Automobile mechanic s H L D 37. Minister s H L D 3#. Railroad ticket agent s H L D 39. Radio announcer s H L D 40. State treasurer s H L D 41. Executive vice-president of large corporation s H L D 42. Owner-operator of neighborhood grocery store s H L D BIBLIOGRAPHY PUBLIC DOCUMENTS Annual Report of the Attorney General of the United States. Department of Justice, Washington, D. C., 1956. Annual Report of the Commissioner of Immigration. Washington, D. C., 1930. Annual Report of the Commissioner of Immigration. Washington, D. C., 1950. U. S. Census 1950 Annual Report of the Commissioner of Immigration and Naturalization. Washington, D. C., 1950. BOOKS Adamic, Louis. A Nation of Nations. New York: Harper and Brothers, 1945. Beals, Ralph L., and Humphrey, Norman D. No Frontier to Learning. Minneapolis: University of Minnesota, 195%. Bogardus, Emory S. The Mexican in the United States. Los Angeles: University of Southern Ca1ifornia Press, 1934. ; Chase, Stuart. Mexico. A Study of Two Americas. New York: The Macmillan Go., 1931. Fairchild, Henry Pratt. Immigration. New York: The Macmillan Co., 1914. : Garnio, Manual. The Mexican Immigrant. Chicago: Univer- I sity of Chicago î^ress, 1931. f IGruening, Ernest. Mexico and Its Heritage. New York: The Century Co., 192#. : McLean, Robert N. That Mexican. New York: Fleming H. - Revell Co., 1934. I #7 ## Park, Robert E. Human Migration and the Marginal Man. Glencoe, Illinois r Free Press, 1952. ______ . Race and Culture. Glencoe, Illinois: Free Press, 1950. Robles, Miguel Â. Historia Politica de la Revolucion. Mexico D. FT: Ëdiclones Botas,1946. Tireraan, L. S. Teaching Spanish-Speaking Children. Albuquerque: University of New Mexico Press, 1951. Thompson, Wallace. The Mexican Mind. Boston: Little, Brown and Co., 1922. ______ . The People of Mexico. New York: Harper and Brothers, 1921. Winter, Nevin 0. Mexico and Her People of Today. Boston: L. C. Page and Co., 1923. World Book Encyclopedia. Volume 11. Chicago: Field Enterprises Educational Corporation, I96O. ARTICLES AND PERIODICALS Beals, Ralph L. "Cultural Patterns of Mexican-American," Southwest Council on the Education of the Spanish- Speakingl (Los Angeles), January, 1951• Bogardus, Emory S. "Second Generation Americans," Sociology and Social Research. Vol. 13. (Los Angeles), Septem'ber-August, 192#. Council of Mexican-American Affairs. (Los Angeles), 1956. Saunders, Lyle. "Sociological Study of the Wetbacks of the Lower Rio Grande Valley," Southwest Council on the Education of the Spanish-Speaking. (Zos Angeles), January, 1951. Sims, Verner M. "A Technique for Measuring Social Class Identification," Educational and Psychological Measurement. (Durham), 1951. #9 UNPUBLISHED MATERIAL De La Vega, Marguerite. "Some Factors Affecting Leadership of Mexican-Americans in a High School." Unpublished Master’s thesis. University of Southern California, August, 1951- Mat zigkeit, Wesley. "The Influence of Six Mexican Cultural Factors on Group Behavior." Unpublished Master’s thesis, University of Southern California, June, 1947. Reyes, Ignacio. "A Survey of the Problems Involved in the Americanization of the Mexican-American." Unpublished Master’s thesis. University of Southern California, 195#. Salcedo, Consuelo. "Mexican-American Socio-Cultural Patterns: Implications for Social Casework," August, 1955. Sheldon, Paul, and Hunter, E. Farley. "Mexican-Americans in Urban Public High Schools, An Exploration of the Drop-Out Problem." Unpublished report at Occidental College, Los Angeles, California, 1959. Soffer, Virginia. "Social-Cultural Changes in the Lives of Five Mexican-American College Graduates." Unpublished Master’s thesis, University of Southern California, June, 195#. pnlverslty of Southern California LlbWg

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Creator Montez, Philip (author)

Core Title Some differences in factors related to educational achievement of two Mexican-American groups

School Graduate School

Degree Master of Arts

Degree Program Sociology

Degree Conferral Date 1960-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest,social sciences

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