Chicano Latino Community Term Paper

Pages: 3 (982 words)  ·  Bibliography Sources: ≈ 2  ·  File: .docx  ·  Topic: Race

Chicano/Latino Community

According to the NHLBI Information Center, there has been a great increase in the Latino population of Washington DC over the years from 1980 to 1990. Specifically, the population group doubled in the area, raising from 3 to 6% of the population in the area. Currently the Latino population features as the largest cultural and linguistic minority in the city. The majority of this population originate from Central America, with other large percentages of Mexican origin, an a third percentage identifying themselves as Hispanic, but not from South American or Mexican origin.

In terms of education, a large percentage of the Latino community has not finished high school. Specifically, 36% of adult Latinos residing in Washington have less than a high school education. 19% did pass high school successfully, while 23% have a tertiary education that includes a bachelor's or advanced degree. Concomitantly, the majority of Latinos work in the service industry, and fall in the middle to low level income groups. Forty-four percent of Latinos are in higher-level occupations such as professional, managerial, or technical positions, while only 5% of households fall into the higher than $100,000 income category.

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Language is a substantial barrier to providing the Latino population with a high-quality education and subsequent high-income occupations. Most of the Latino population in Washington - 83% - speak a language other than English, with 40% not being very proficient in the language, and 30% living in households where the English proficiency level is so low as to be linguistically isolating from the rest of the population. This has significant consequences for education in the Latino population.

TOPIC: Term Paper on Chicano Latino Community Assignment

The same is true of the Latino population in Texas. According to leading educators, this population is increasingly segregated into poor school districts. This then creates a cycle of poor schooling, resulting in poor job prospects and further poor schooling prospects for future generations. Exacerbating the problem is the fact that teachers in these poor districts are often new and unprepared for the challenges presented by this particular community. The language barrier offers a further obstacle to quality education for the Latino community.

In response, the "Great City Project" has been launched in order to address problems of economic disadvantage and the low level of teaching quality to the community. The Project is a collaboration between Texas a&M's College of Education and the Houston school system. Teachers are trained specifically to teach in economically disadvantaged schools where the need is the greatest. Satisfactory results have been reported for the project, including the 90% five-year retention rate for teachers in the inner city of Houston.

Certainly the rest of the United States can follow such examples of excellence in providing the Latino community with the education that is the right of every American. It has been seen above that the language barrier, the cycle of poverty, and the lack of teaching resources conspire to the lack of education for the Latino community in… [END OF PREVIEW] . . . READ MORE

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How to Cite "Chicano Latino Community" Term Paper in a Bibliography:

APA Style

Chicano Latino Community.  (2007, March 12).  Retrieved September 21, 2021, from

MLA Format

"Chicano Latino Community."  12 March 2007.  Web.  21 September 2021. <>.

Chicago Style

"Chicano Latino Community."  March 12, 2007.  Accessed September 21, 2021.