August 17, 2005
Valencia, Richard R. Chicano School Failure and Success. 2nd Ed. London: Routledge/Falmer, 2002.
This book is a compilation of the most recent research being done on the historical, political and social factors contributing to what Valencia describes as “the persistently, pervasively, and disproportionately, low academic achievement” of Chicano students (4). In his introductory chapter Valencia provides an historical background of Mexican Americans as a conquered people who have always been subject to language suppression and cultural exclusion (7). He then outlines the main factors contributing to Chicano school failure today, which include:
-The limited use and banning of bilingual education programs
-Mexican American cultural exclusion in schools (for example, the omission of Mexican American history from high school history texts)
-The relatively higher rate of grade retention (“holding back” or “flunking”) of Chicano students
-Higher drop-out rates
-Lower school financing in predominantly Chicano schools
-The discriminatory practices of teachers (lower expectations for Chicano students)
-Lower quality/under-prepared teachers at predominately Chicano schools
-Curriculum differentiation and the segregation of Chicano students into low-track classes
-Lower college enrollment, which results both from lower levels of Chicanos in college-track classes and from anti-affirmative action measures
-A relatively low percentage of Chicano/bilingual teachers
-High-stakes testing which leads to the high grade retention of Chicano students
-High stress and anxiety levels among Chicano students (due to the prejudice and discrimination of peers and teachers)