{"id":56552,"date":"2021-03-24T00:00:44","date_gmt":"2021-03-24T07:00:44","guid":{"rendered":"https:\/\/world.edu\/?p=56552"},"modified":"2021-03-24T04:25:06","modified_gmt":"2021-03-24T11:25:06","slug":"so-called-good-suburban-schools-often-require-trade-offs-for-latino-students","status":"publish","type":"post","link":"https:\/\/world.edu\/so-called-good-suburban-schools-often-require-trade-offs-for-latino-students\/","title":{"rendered":"So-called \u2018good\u2019 suburban schools often require trade-offs for Latino students"},"content":{"rendered":"

\"\"<\/p>\n

Many Americans think of the suburbs as exclusive enclaves for white, middle-class people. Yet reality paints a different picture. In\u00a0recent decades<\/a>\u00a0suburbs across the country have rapidly become more socioeconomically, ethnically and racially diverse.<\/p>\n

In fact, since\u00a02010<\/a>\u00a0most people in the U.S. \u2013 including people of color \u2013 call suburbia home.<\/p>\n

Pew Research Center notes that\u00a0175 million people<\/a>\u00a0live in suburban and small metropolitan areas, while 144 million live in either rural or urban counties. The Latino community has played a\u00a0pivotal role<\/a>\u00a0in spurring these changes.<\/p>\n

As an\u00a0educational researcher<\/a>\u00a0who focuses on suburban-urban education, Latino education and racial inequality in schooling, I have interviewed Latino and Latina students about their experiences of belonging at suburban public high schools. Their reflections shine a light on how schools can better support these youth and other students of color.<\/p>\n

Opportunity gaps<\/strong><\/h4>\n

One in four<\/a>\u00a0public school students in the U.S. is Latino, with\u00a040%<\/a>\u00a0of Latino students attending a suburban public school. Yet much of what researchers know about Latino students is based on urban schools.<\/p>\n

The\u00a0broader research<\/a>\u00a0on students of color attending suburban schools, however, highlights academic and social trade-offs they face. For example, students of color at predominantly white suburban schools must contend with\u00a0opportunity hoarding<\/a>\u00a0\u2013 when those with privileged backgrounds build upon their advantages by accumulating more of them. This takes shape, for example, when white parents push to get their children into high-level courses or hire private tutors.<\/p>\n

While parents want what is best for their child, these actions\u00a0can expand inequality<\/a>, as not all families are able to navigate schools with the same confidence or ease as parents with racial and socioeconomic privilege.<\/p>\n

This has led to Latino high school students being\u00a0viewed as less capable<\/a>\u00a0by peers and teachers, being\u00a0excluded from honors classes<\/a>\u00a0and enduring frequent\u00a0microaggressions<\/a>.<\/p>\n

For example, Claudia, a Latina student at a racially diverse high school in a working-class community outside of Chicago, shared, \u201cI wish people knew more about us beyond stereotypes.\u201d She recalled peers saying, \u201cOh, you\u2019re Latina? You don\u2019t look like a Latina.\u201d As Claudia noted, comments like that treat Latino students as a monolith.<\/p>\n

Pressure to assimilate<\/strong><\/h4>\n

Another challenge that students I spoke with frequently cited was feeling like they had to downplay parts of their identities to fit in and succeed academically.<\/p>\n

Research highlights that this is a result of teachers and school leaders trying to\u00a0change or \u201cfix<\/a>\u201d Latino students and other students of color. Alternatively, schools could empower students to be proud of their cultures and home languages.<\/p>\n

On the social front, Latino students often\u00a0find refuge<\/a>\u00a0with other Latino students. \u201cI feel more comfortable with Latino students because I\u2019m not competing with anyone,\u201d said Michelle, who attended a predominantly white and well-funded school outside of Chicago. \u201cIt\u2019s just easier to talk to them because they\u2019re not gonna judge me \u2018cause they know the things I\u2019ve gone through.\u201d<\/p>\n

When students of color congregate with one another, teachers and administrators can struggle to understand\u00a0why they self-segregate<\/a>, often away from white students. However my research shows these decisions are often acts of self-perseverence and opportunities to be their authentic selves.<\/p>\n

Silenced by whiteness<\/strong><\/h4>\n

Roberto, a classmate of Michelle\u2019s, spoke about how the whiteness of his school created moments where he silenced himself.<\/p>\n

\u201cSometimes teachers would see someone who is quiet, someone who kept to himself,\u201d he said. \u201cBut then at other times they would see someone who is intelligent, someone who speaks his own mind. Someone who does whatever he wants.\u201d<\/p>\n

Teachers may view silence as disengagement from learning, but for students like Roberto, being silent can be an act of resistance and survival. Being in a mostly white school was difficult, and he felt his perspectives were not always valued.<\/p>\n

For example, he and other students in\u00a0my research<\/a>\u00a0spoke about teachers seeking to motivate them to do better academically but at the same time implying they were not trying hard enough.<\/p>\n

Students like Roberto also wrestled with\u00a0stereotype threat<\/a>\u00a0\u2013 when negative stereotypes about their race, gender or other identity increases pressure on them to perform academically. Latino students spoke about having to represent their Latino community, and how making a mistake in class could confirm negative perceptions about them.<\/p>\n

\u2018We have hella stories\u2019<\/strong><\/h4>\n

The young people I interviewed also spoke about moments they perceived to be treated differently than their white counterparts. As Mia put it, \u201cSpecial treatment has to do with the power white students have.\u201d<\/p>\n

Mia\u2019s experiences taught her that white students were valued and believed over Latino students. This is supported by\u00a0research<\/a>, which illustrates the power white students and families wield in schools.<\/p>\n

[Insight, in your inbox each day.<\/em>\u00a0You can get it with The Conversation\u2019s email newsletter<\/a>.]<\/p>\n

The students also wanted their peers and teachers to acknowledge their complex lives and ambitions. As a student named Claudia put it: \u201cWe have hella stories. I\u2019m sorry to say, but we do.\u201d<\/p>\n

Samuel spoke about his teachers not understanding his need to work a job after school. \u201cTeachers say you decide school or work,\u201d he said. \u201cSome get mad at us for not doing the [school]work and thinking we\u2019re lazy.\u201d<\/p>\n

While there\u2019s growing recognition of the importance of grit \u2013 the ability to persevere in difficult situations –\u00a0research finds<\/a>\u00a0that Latino students and other students of color often already possess it, and educators should consider making things easier for them instead.<\/p>\n

Many of the students highlighted their appreciation of their teachers\u2019 efforts to support them academically and socially. In talking about one teacher, a student named Chris noted, \u201cShe really likes talking about what\u2019s happening in the world right now. She even asks us about the school: \u2018Do the teachers treat you right?\u2019 I know that she cares about us.\u201d<\/p>\n

Listening to Latino students can guide teachers and policymakers on how to enact\u00a0culturally relevant<\/a>\u00a0practices that combat educational disparities and build upon young people\u2019s cultural and linguistic assets.<\/p>\n

Author Bio:<\/strong> Gabriel Rodriguez is Assistant Professor at Iowa State University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Many Americans think of the suburbs as exclusive enclaves for white, middle-class people. Yet reality paints a different picture. In\u00a0recent decades\u00a0suburbs across the country have rapidly become more socioeconomically, ethnically and racially diverse. In fact, since\u00a02010\u00a0most people in the U.S. \u2013 including people of color \u2013 call suburbia home. Pew Research Center notes that\u00a0175 million […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":56553,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[366265],"coauthors":[11733],"class_list":["post-56552","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-suburbia"],"acf":[],"yoast_head":"\nSo-called \u2018good\u2019 suburban schools often require trade-offs for Latino students - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/so-called-good-suburban-schools-often-require-trade-offs-for-latino-students\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"So-called \u2018good\u2019 suburban schools often require trade-offs for Latino students - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Many Americans think of the suburbs as exclusive enclaves for white, middle-class people. Yet reality paints a different picture. In\u00a0recent decades\u00a0suburbs across the country have rapidly become more socioeconomically, ethnically and racially diverse. In fact, since\u00a02010\u00a0most people in the U.S. \u2013 including people of color \u2013 call suburbia home. 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