TEP 138 Class #5 What do Parents and Communities Want from
Schools?
Slide 2
Romo and Falbo: Latino High School Graduation The use of
norm-referenced tests to track students decreases likelihood that
Hispanic students will graduate from high school, succeed in
college, or obtain a good job. The school systems function to
perpetuate inequality i.e. parents with more education work to get
students into honors type courses.
Slide 3
The educational level of parents is significant in determining
a students chance of graduating. Cannot assist with homework Have
little knowledge of schools and system Affects the willingness to
advocate for their student College bound fate is sealed early in
middle school
Slide 4
Education and Money Increases the Chances of Graduation Low
Wages = Long Hours Less Opportunity to Monitor Children There tends
to be more children to monitor Children do not want their parents
to go to the school for shame Children may have to go to work to
help the family
Slide 5
Tracking Standardized test scores (including norm referenced)
and grades are the primary references for counselors to assign the
three tracks: College prep Regular Vocational
Slide 6
Labeling students (e.g. gifted students, not gifted,) tracks
high performers into the high track and low performers into low
track thus securing the initial rankings from kindergarten on.
--The high track writes more, reads more, does more math; -- The
low track writes less, reads less, does less math
Slide 7
Parents want to be informed honestly in language they can
understand regarding the status of their children: -at risk of
dropping out and not graduating from high school -at risk of not
being eligible to apply to a four year university directly
-informed about the lower probability of of two year college
matriculation to four year university graduation
Slide 8
Romo and Falbo advocate: elimination of all Norm Reference
Tests (NRTs) a modification of the case load and role school
counselor away from course scheduler to motivator to meet high
standards
Slide 9
All Parents Want A High School Diploma for their children
Violence eliminated at the schools Parents and schools to be
allies
Slide 10
Finding a Pro-School Peer Group Whites: kickers preps heads
skaters punkers new wavers Blacks Mixed: jocks nerds Hispanic:
Generally anti-nerd --> school boy immigrant Mexicans Mexican
American
Slide 11
There is no single Mexican culture --> many cultures:
different parts of Mexico, bilingual, non-Spanish speaking, The
School Culture is primarily white and more homogeneous than the
home cultures of the students I.e. mostly white and college
educated Parents want greater emphasis on cultural activities to
socialize and decrease alienation.
Slide 12
Hispanic parents expect schools to take responsibility. Parents
believe the school contains the experts and should know how to
motivate students to stay in school, do schoolwork, and graduate.
The parents claim they have done all they know how. Is this too
much for the schools to take on? Whose kids are they? What about
the larger community?
Slide 13
African American AVID Students (Hubbard) Males: Sports +
Scholarship leads to College Academics less specific about careers
Females: Grades + Academic Scholarship leads to College and Career
better their future lives by having careers
Slide 14
Parents Males: pushed college and military if no sports
scholarship, stay local, attend 2 year college and engage in sports
Females: pushed to do well academically want children to be better
off than they are advocate traditionally black
colleges/universities I.e. 4 year orientation
Slide 15
Themes from parents to females Dont make the same mistakes I
did E.g. Marry young, have kids, quit school, (negative example)
Pride: hard evidence from family life e.g. had to return to school
to better their lives Education is the path to a better future.
(Positive role model)
Slide 16
Themes from the community Women are the breadwinners and heads
of households Education allows mobility, not marriage The female
expects to be the primary wage earner. The female is adamant
regarding her ability to stand alone if the male partner falls
through. Downplay romance and favor education
Slide 17
Themes to males High school coaches support academics No parent
research in study Media portrayal: They will not succeed They will
end up in jail They face discrimination and economic hardship
Slide 18
Anecdotes Robert - Parents thought the courses he took in
middle and high schools would prepare him for college (Repeats
algebra; repeatedly fails writing sample) - Friends had given up on
education and good job prospects - avoid challenging courses There
was a conflict between peer values and family values. Parent
support positive
Slide 19
James: 57% absentee rate 15 years old in 7th grade Grade
retention yields vocational track which became a gateway to
dropping out. Parents are out of touch No support Olivia: Beaten by
mother Negative role model with no support School is a refuge On
her own at an early age
Slide 20
Sadikifu: 2 parents then single mom who treated Sadi like a
peer Mother constant lectures re-academics; dont make the same
mistakes of father/mother Negative. role model with positive
support Toya: Abusive step-father Elementary school sanctuary
Negative role model with little support
Slide 21
Venola: Separated family; mother a survivor Positive role model
with support Venola: You have to navigate your own future. If not,
youll end up with nothing Miesha: Separated family - brother
Raymond takes over care Mother works 60 hour week Positive role
model, no support. Raymond did not want Miesha to repeat his
mistakes - Negative role model with positive support