This qualitative study examined the lives and experiences of six Mexican-American (MA) students' in a California urban high school. Narratives taken from the students' involved different topics such as, family/community influences on school, experiences encountered at Rialto High School (RHS), challenges and success at RHS, faculty support and limitations at RHS, and what can be done to improve the experiences of students at RHS. The theoretical perspective of Latino Critical Theory and the narrative inquiry approach provided the foundation for this study. The individual narratives of the six participants uncovered a variety of both shared and unshared experiences of the difficulties they encounter as students at RHS. From these narratives, it is evident that new socio/political/economic reforms are needed to provide educational equality to the millions of the (MA) high school students' that find themselves in low performing urban high schools.
|Commitee:||Hunt, Chris, Lalas, Jose|
|School:||University of Redlands|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Multicultural Education, Secondary education, Hispanic American studies|
|Keywords:||California, Mexican-American, Urban education|
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