How does participation in K-12 bilingual education in a large urban district within a Midwestern city influence the postsecondary pathways and outcomes of Latinos?
Title
How does participation in K-12 bilingual education in a large urban district within a Midwestern city influence the postsecondary pathways and outcomes of Latinos?
Creator
Trejo, Rocío
Description
Trejo, Rocío
National statistics indicate Latinos are a growing demographic across the U.S. Additionally, census data shows Latinos have low college enrollment and completion rates. Bilingual education is a venue through which many Latinos are schooled. Most studies on the impact of bilingual education have focused on elementary grade levels. Those that expand into high school or beyond include very small populations of students or students who have not necessarily remained in the bilingual program for the duration of their K-12 experience. Thus, minimal research has assessed the influence of consistent enrollment in bilingual education through the lens of high school, post high school, or collegiate experiences and outcomes. As such, this mixed-methods study examined the outcomes and lived experiences of Latino students who consistently participated in a K-12 bilingual program in a large urban district within a midwestern city. Specifically, this study examined the percentage of bilingual program students who graduated from high school, their academic outcomes, the percent who entered college, the percent who earned a bachelor’s degree, and the K-12 schooling experience of Latino students who consistently participated in bilingual education. Quantitative data showed a higher percentage of bilingual program students graduated from high school, entered college, and earned a bachelor’s degree when compared to national statistics on Latino achievement. Qualitative data highlighted a strong sense of belonging while in the bilingual program, varied student perceptions of their cultural and linguistic identities, as well as a lack of consistent and mandatory college and career readiness efforts that address the specific needs of this population. Overall, the study showed that participation in K-12 bilingual education in a large urban district within a midwestern city influences the postsecondary pathways and outcomes of Latinos. Findings support the need for bilingual education and call for continued deliberate attention to the cultural, linguistic, social, and academic development of Latinos while bringing to the forefront the intentional development of identity and critical consciousness as well as consistent and mandatory college and career readiness efforts specific to this population.
National statistics indicate Latinos are a growing demographic across the U.S. Additionally, census data shows Latinos have low college enrollment and completion rates. Bilingual education is a venue through which many Latinos are schooled. Most studies on the impact of bilingual education have focused on elementary grade levels. Those that expand into high school or beyond include very small populations of students or students who have not necessarily remained in the bilingual program for the duration of their K-12 experience. Thus, minimal research has assessed the influence of consistent enrollment in bilingual education through the lens of high school, post high school, or collegiate experiences and outcomes. As such, this mixed-methods study examined the outcomes and lived experiences of Latino students who consistently participated in a K-12 bilingual program in a large urban district within a midwestern city. Specifically, this study examined the percentage of bilingual program students who graduated from high school, their academic outcomes, the percent who entered college, the percent who earned a bachelor’s degree, and the K-12 schooling experience of Latino students who consistently participated in bilingual education. Quantitative data showed a higher percentage of bilingual program students graduated from high school, entered college, and earned a bachelor’s degree when compared to national statistics on Latino achievement. Qualitative data highlighted a strong sense of belonging while in the bilingual program, varied student perceptions of their cultural and linguistic identities, as well as a lack of consistent and mandatory college and career readiness efforts that address the specific needs of this population. Overall, the study showed that participation in K-12 bilingual education in a large urban district within a midwestern city influences the postsecondary pathways and outcomes of Latinos. Findings support the need for bilingual education and call for continued deliberate attention to the cultural, linguistic, social, and academic development of Latinos while bringing to the forefront the intentional development of identity and critical consciousness as well as consistent and mandatory college and career readiness efforts specific to this population.
Date
2023
Publisher
Alverno College
Extent
404 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Education, Bilingual
Hispanic American students
Latinos
Dual language
ELs
K-12
Advanced courses
Postsecondary
Identity
Belonging
Critical consciousness
College and career readiness
College perseverance
Rights
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Collection
Citation
Trejo, Rocío, “How does participation in K-12 bilingual education in a large urban district within a Midwestern city influence the postsecondary pathways and outcomes of Latinos?,” Alverno College Library Digital Commons, accessed May 14, 2024, https://alverno.omeka.net/items/show/882.