Questions to Consider
- How does Pomerantz address the counterargument to her proposed solution of providing bilingual education? How does this counterargument represent an opposing point of view while still strengthening Pomerantz’s argument?
- What moves does Pomerantz make to establish the ethos of the authors of the sources that she is drawing evidence from?
- In her writer’s reflection, Pomerantz writes that researching and writing this essay was a “transformative journey”. How has the research that you’ve done transformed your thinking about your topic and community?
Obstacles to Accessing Education for the Mexican American Community in the United States
The right to quality education is a fundamental entitlement that significantly shapes a person’s life outcome. However, educational inequalities remain a persistent issue in the United States, impacting minority communities, among them Mexican Americans, who often experience unequal access and opportunities. As someone from a Mexican American family, I have personally observed the impact of limited educational opportunities on my family, particularly my cousins. When they immigrated to the United States, it was a real struggle to find a suitable place to live with access to quality schools, and this difficulty had a direct effect on their chances of going to college and landing well-paying jobs. It was a heart-wrenching experience to see them dealing with adversity simply based on their place of upbringing and their struggle with the English language, especially when they had put in such immense effort to arrive in this country.
Mexican Americans’ access to quality education is influenced by a complex historical context and demographic factors. The history of education for Mexican Americans in the United States is characterized by a series of obstacles, including segregation, discrimination, and limited educational opportunities. Data from the U.S. Census Bureau in 2020 reveals that approximately 19% (Lopez) of the U.S. population identifies as Hispanic or Latino, with a substantial portion
tracing their roots to Mexican heritage. Regions in the southwestern United States, including states such as California, Texas, Arizona, and New Mexico, have some of the largest Mexican American populations. In these areas, educational disparities tend to be more pronounced, often influenced by factors such as socioeconomic inequalities and language barriers. For a deeper understanding of these disparities and the distribution of Mexican American populations across the U.S., one can turn to resources provided by the National Center for Education Statistics and the Pew Research Center. To confront these challenges, comprehensive reforms focusing on economic disparities, language proficiency, cultural empathy, and discriminatory actions are imperative. These adjustments will pave the way for a more inclusive and fair educational system, empowering Mexican American students to achieve their utmost potential.
The existence of income disparities within the Mexican American community represents a fundamental issue that impacts their ability to access education. In Change magazine, Mexican American author Rendón stated, “I was raised in a single-parent household where for a long time our family budget was $15 a week” (Rendón). These inequalities become notably stark when compared to the national average. Mexican American families often grapple with financial challenges, which, in turn, lead to limited resources for educational expenditures like textbooks, tutoring, and participation in extracurricular activities. This financial constraint adversely affects students’ access to educational opportunities, thereby obstructing their academic achievements and prospects for the future.
Numerous stakeholders, including educators, researchers, policymakers, and advocacy groups, are actively addressing the issue of educational access obstacles for Mexican American students in the United States. They advocate for equitable access to quality education, regardless of cultural or socio-economic backgrounds, while highlighting the specific challenges faced by Mexican American students. These stakeholders present diverse arguments, with some focusing on increasing funding for schools in Mexican American communities and combatting socio-economic disparities. Others stress the importance of language support and culturally responsive teaching methods. The issue garners multiple perspectives, with some attributing disparities to systemic issues like poverty and discrimination, and others focusing on educational solutions. Decision-making on this matter occurs at various levels, from local school districts implementing bilingual education programs to national policies like No Child Left Behind and the Every Student Succeeds Act aimed at addressing educational disparities.
An alternative perspective suggests that students can effectively learn without the need for technology. Some argue that a conventional educational approach, which centers on fundamental skills and essential resources like textbooks and dedicated teachers, has served as the foundation for effective learning throughout generations. Holly Korbey sheds light on this discussion in her article about physical books vs. technology when she states, “a large 2019 meta-analysis of 33 different studies showed that students understood more informational text when they read on paper” (Korbey). While acknowledging the usefulness of technology, particularly in the 21st century, this standpoint underscores that access to the latest gadgets and digital resources is not an absolute prerequisite for successful education. According to this viewpoint, effective teaching methodologies and committed educators can offset the absence of extensive technological resources, especially in underprivileged schools. Nevertheless, it is crucial to acknowledge the integral role of technology in modern education, offering a wide range of educational advantages. Within the Mexican American community, where disparities in income and resources are prevalent, technology can serve as a bridge by providing additional learning tools. The integration of technology can elevate the educational experience, enhance access to information, and better equip students to thrive in the digitally-centered world they will encounter.
In neighborhoods characterized by low income, schools frequently face the challenge of inadequate funding. These educational institutions may grapple with outdated teaching materials, restricted technology access, and a shortage of support staff. In a study on education inequality in underserved regions, Mavangere and his team highlight the role funding and technology play in education. They point out that “our key findings include acute shortages of trained teachers, educational facilities and learning materials in rural areas. This often results in high dropout rate especially in underserved regions with literacy standards and learning outcomes remaining low despite recent increases in school enrollment” (Mavangere). Consequently, students attending these schools may experience overcrowded classrooms and a lack of extracurricular offerings. These resource insufficiencies manifest in diminished academic performance, limited opportunities for additional learning, and compromised educational outcomes.
In Mexican American communities characterized by significant income disparities, students often lack sufficient access to tutoring and modern educational resources. Schools located in these low-income neighborhoods, which are commonly attended by Mexican American students, typically suffer from severe underfunding. This results in crowded classrooms, outdated textbooks, and restricted access to essential technology. These particular difficulties experienced by Mexican American students directly lead to decreased academic performance, fewer chances for enrichment, and ultimately, compromised educational achievements.
Limited English proficiency serves as a significant hurdle to educational accessibility for numerous Mexican American students. Language is a foundational tool for comprehending and engaging in the educational system. Insufficient mastery of English can result in difficulties comprehending lectures, grasping course materials, and fulfilling assignments. Additionally, it can impact students’ interactions with teachers and peers, thereby affecting their overall educational journey.
Bilingual education programs serve as an effective remedy for the language barrier. These initiatives assist students in improving their English proficiency while also preserving their native language abilities. According to researchers in bilingual education, “bilingualism has a positive effect on cognitive control, which is often referred to as executive function” (Spitzer). This research has demonstrated that bilingual education not only facilitates language acquisition, but also fosters enhanced academic performance, increased graduation rates, and elevated self-esteem among Mexican American students. However, the availability and quality of these programs vary across school districts, creating disparities in access to these resources. For example, many Mexican American students facing limited English proficiency encounter challenges when it comes to comprehending lectures, reading textbooks, and completing assignments. Marcela Souza’s research examines the lives of Mexican immigrant students in American schools. She talks about the difficulties they encounter and the things that affect their education. According to Souza, “in general, English learners’ performance on standardized tests is much lower than that of non-English learners, especially in content areas and language-related subtests such as reading where the linguistic demand is higher” (Souza). These difficulties have a profound impact on their overall educational experience. Furthermore, the presence and quality of bilingual education programs vary significantly between school districts, resulting in disparities in access to these valuable resources. Despite potential counterarguments that suggest bilingual education may impede English language acquisition, extensive evidence supports its positive outcomes for Mexican American students. It not only enhances their language skills, but also leads to improved academic performance, higher graduation rates, and increased self-confidence, all while preserving their cultural and linguistic identity.
While bilingual education programs are designed to address language barriers and promote bilingualism, some argue that they may have potential disadvantages. One perspective suggests that these programs could hinder the process of learning English. The argument is that by allowing students to use their native language in the classroom, they might become overly dependent on it and less motivated to gain proficiency in English. In her research on the impact of bilingual education, Aimee Chin states that “by reducing exposure to English, bilingual education may slow the acquisition of English language skills.” According to this viewpoint, bilingual programs could slow down the transition to English fluency, which is often necessary for success in mainstream education and the broader society. Nevertheless, it’s essential to recognize the significant merits of bilingual education programs, which outweigh these concerns. Several compelling reasons support the advantages of bilingual education programs.
Baseless stereotypes about Mexican American students contribute to an ongoing cycle of prejudice and lowered expectations, impeding their capacity to achieve a high-quality education. When these students are unjustly branded as underperformers, it can damage their self-esteem and drive. Elizabeth Acosta-Gonzaga’s research looks at how self-esteem and engagement in their studies affect how well university students do. She found that “self-esteem can predict academic performance. Therefore, there is not only a direct relationship, but also a reciprocal connection, meaning that the school grade positively predicts self-esteem” (Acosta). Discrimination may manifest as unequal treatment, disciplinary consequences, and restricted entry to advanced courses. The psychological impact of this discrimination can lead students to feel inferior, resulting in disengagement from their educational pursuits and a decline in academic performance.
Traditional Mexican American family values place strong emphasis on family participation in education, which holds great value. However, this emphasis on family engagement can also bring about certain challenges. Parents may confront language barriers and have limited familiarity with the U.S. education system, making it somewhat challenging to effectively interact with schools. Encouraging values such as expecting family support and parental engagement in homework, while also working to bridge the cultural gap between home and school, can positively impact student success.
The long-lasting repercussions of past discriminatory policies, such as segregated schools and language restrictions, have created a lasting legacy of educational inequality. Even though explicit prejudiced policies have been eliminated, their effects continue to linger. Schools situated in predominantly Mexican American neighborhoods often experience diminished funding and fewer available resources, thereby perpetuating disparities in educational opportunities.
Mexican American students face a disproportionate impact from the school-to-prison pipeline. In her article about making schools more tolerant for Latino students, author Jennifer Castillo discusses that “Latino”s and African American students are disproportionately represented at every stage of the school-to-prison pipeline. For example, these students are far more likely than their White peers to face suspension, expulsion or arrests for the same school based infraction” (Castillo). Harsh disciplinary actions, such as suspensions and expulsions, have the potential to disrupt their education and push them toward involvement with the criminal justice system. This pipeline persists due to the lack of discipline policies that take cultural considerations into account and the excessive policing of Mexican American students. Addressing this issue is crucial to ensure that students are not unfairly directed out of the educational system. Culturally responsive teaching entails acknowledging and appreciating students’ cultural backgrounds. Educators should integrate content and teaching methods that are culturally relevant into their classrooms. It is crucial to provide teachers with training and professional development opportunities to equip them with the skills needed to effectively navigate cultural differences and establish an inclusive learning atmosphere for Mexican American students.
Implementing policy reforms that address income disparities through fair funding allocation is of utmost importance. In her research on educational inequality, Hammond Darling discusses how educational opportunities are distributed. She points out that “not only do funding systems allocate fewer resources to poor urban districts than to their suburban neighbors, but studies consistently show that, within these districts, schools with high concentrations of low-income and ‘minority’ students receive fewer instructional resources than others in the same district” (Darling). Equitable funding serves as a means to reduce the resource disparities between schools located in low-income and more affluent areas. By guaranteeing that all schools receive sufficient resources, students in Mexican American communities can access the necessary tools and support for their academic success. Community organizations can have a significant impact on supporting the educational journeys of Mexican American students. These groups can offer mentorship, tutoring, and counseling to students. Furthermore, they can act as champions for educational fairness and work in partnership with schools to foster a more encouraging and encompassing educational setting.
Addressing the barriers to education within the Mexican American community in the United States necessitates a holistic approach. These hindrances encompass economic disparities, language challenges, cultural intricacies, and prejudicial actions. By enacting policy changes, fostering community engagement, and embracing culturally sensitive teaching methods, the educational system can become more just and enable Mexican American students to realize their full capabilities. In conclusion, this research paper has delved into the multifaceted hindrances that impede educational access in the Mexican American community. Socio-economic elements, language obstacles, cultural nuances, and discriminatory practices collectively contribute to the educational inequalities faced by this community.
Works Cited
Acosta-Gonzaga, Elizabeth. “The Effects of Self-Esteem and Academic Engagement on University Students’ Performance.” Behavioral Sciences (Basel, Switzerland), U.S. National Library of Medicine, 21 Apr. 2023
Castillo, Jennifer. “Tolerance in Schools for Latino Students: Dismantling the School to Prison Pipeline.” HKS Journal of Hispanic Policy, 3 Mar. 2019
Chee, Amiee. Impact of Bilingual Education on Student Achievement, Mar. 2015,
Darling-Hammond, inda. “Inequality in Teaching and Schooling: How Opportunity Is Rationed To .” National Institutes of Health
Korbey, Holly. “Books vs. Screens: What Does the Latest Research Say?” GovTech, GovTech, 19 Apr. 2023,
Lopez, Mark Hugo. “Who Is Hispanic?” Pew Research Center, Pew Research Center, 5 Sept. 2023
Mavangere Nicholas, et al. “Education Inequality in Underserved Regions: Exploring the Role of Technology to Promote Diversity and Inclusivity.” 2022 IEEE International Conference on E-Business Engineering (ICEBE), e-Business Engineering (ICEBE), 2022 IEEE International Conference on, ICEBE, Oct. 2022, pp. 288–93. EBSCOhost
Rendón, Laura I. “Unrelenting Inequality at the Intersection of Race and Class.” Change: The Magazine of Higher Learning, vol. 52, no. 2, Jan. 2020, pp. 32–35. EBSCOhost
Souza, Marcela. “Understanding Mexican Immigrant Students in American schools: A case study of two Preparatorias in México” Taylor & Francis Online, 20 Oct. 2017
Spitzer, Manfred. “Bilingual Benefits in Education and Health.” Trends in Neuroscience and Education, vol. 5, no. 2, June 2016, pp. 67–76. EBSCOhost
Writer’s Reflection
Dear Reader,
I am pleased to present my research-based proposal argument addressing the educational inequalities experienced by Mexican American students in the United States. This process has been a thought-provoking and transformative journey, leading me to reflect on my writing process and the complex dynamics of the subject matter. As a writer, creating this essay was a unique experience as it smoothly combined personal observations with thorough research. I explored the challenges faced by Mexican American students, connecting my family’s experiences with larger societal issues. By adding personal stories, the goal was to make statistical data and research findings more relatable and emotionally engaging. The writing process involved a careful look at historical contexts, demographic factors, and systemic issues contributing to educational disparities. Important decisions were made about what data, counter arguments, and potential solutions to include to create a well-rounded and persuasive argument. Feedback from peers and instructors played a crucial role in improving the paper, providing diverse perspectives that added depth to the analysis.
The challenges explored in this paper are complex, covering socio-economic barriers, language limitations, cultural influences, and discriminatory practices. Addressing these challenges required a detailed understanding and a commitment to suggesting complete solutions. Considering opposing views, like the role of technology and potential problems with bilingual education, added layers to the discussion, recognizing the intricacies of the topic. One notable challenge was balancing the many aspects of the issue within the limits of the paper. While the research provided a thorough analysis, there is always room for further exploration and refinement. If working on this project again in the future, I would consider delving deeper into specific regional differences and assessing how well the suggested policy changes are working.
The research process significantly improved my understanding of informational literacy. Going through different sources, including the U.S. Census Bureau, the National Center for Education Statistics, and scholarly articles, as well as learning how to use the CRAAP test sharpened my ability to find trustworthy information and critically assess different perspectives. This project deepened my appreciation for the complexities of rhetoric and argumentation, especially in addressing sensitive and complicated issues. Moving forward, the lessons learned from this project will surely influence how I tackle future assignments and challenges in my academic and professional journey. Recognizing the importance of understanding different cultures, pushing for fair policy changes, and involving the community will be crucial in my ongoing commitment to a fair and inclusive educational system. I hope you gained something from reading my research-based proposal argument. I believe this paper shows my dedication to highlighting the challenges faced by Mexican American students and advocating for a fair and accessible educational system.