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Title: The Education of Mexican Descent Youth in the Southwest, 1940--1980: An Exploratory Analysis of Enrollment and Achievement in the High School Movement

Citation Type: Dissertation/Thesis

Publication Year: 2007

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Abstract: This dissertation primarily deals with the documentation of the progress and attainment Mexican descent youth experienced in high school between 1940 and 1980. Also, factors that increased the likelihood of an individual's enrollment and attainment were explored through a mixed method approach. A one percent sample of all households with high school aged teenagers residing in the Southwest was acquired through IPUMS for the census years 1940, 1960, and 1980. Descriptive analysis and binary logistic regression modeling were the principal methods used in the investigation. In addition, oral history methods were used to study the educational experiences of Mexican descent adults who attended high school between 1940 and 1980 in a Southern California community. The findings included: (1) Mexican descent youth trailed White and Black enrollment rates, although progress was made closing the attainment gap. (2) Mexican descent youth were educationally advantaged by living in California, rather than Texas in 1940 and 1960, but state differences disappeared by 1980. (3) Factors influencing Mexican descent youths' likelihood of proficient enrollment changed over time, to eventually follow similar patterns found by White youth, although distinct patterns were also found. (4) Teachers expectations were the salient theme effecting the educational experiences and outcomes of Mexican descent youth. Often acculturation compromises were needed to negotiate between one's ethnic identity and academic achievement. This paper contributed to the literature in several manners, first by demonstrating the influencing relationship between individual-, family-, and residential-level variables and enrollment for the Mexican descent population. As well as highlighting the influential role of teachers in students' lives who come from working-class families. The need for mentorship, guidance, and high expectations was clear. Lastly, this paper adds to the small, but emerging literature on the historic experiences of Mexican descent youth in school, as well as social and economic factors that influenced the attainment gap to close between 1940 and 1980.

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Authors: Mendez Martinez, Sylvia L.

Institution: University of Kansas

Department: Educational Leadership and Policy Studies

Advisor: John Rury

Degree: Doctor of Philosophy

Publisher Location: Lawrence, KS

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Data Collections: IPUMS USA

Topics: Education, Race and Ethnicity

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