There has been an obvious drop in the amount of Latin students graduating in comparison to those of white students. They have been losing both their interest in studying and identity of who they are as a bilingual, Spanish speaking individual. Students who are fluent in Spanish have stopped challenging themselves by taking Spanish for Spanish speakers or AP Spanish courses; they have instead taken a regular Spanish course which has been designed for students who are learning the language for the first time. This is considered a waste of time and no new knowledge is being given onto the students. Sources of Data This study incorporates multiple methods for data collection including students and interviews, and compilation of student academic records. Researcher conducted semi-structured interviews gathering qualitative data. Interviews were directed individually to six Latinas second language learner students. They were all first and second generation students of Mexican descent in their junior of senior year of high school. This study was conducted over the period of one year. Conclusions Reached If the students are given a reason to be proud of their culture and background, they will stand through all they must to also make a change. The students will be shown images of well-known athletes, actresses, and artists who are also from the same background as them. The student will be able to identify themselves with one of the given examples and it will motivate the student to become more engaged in his or her future. This will persuade the student onto taking AP Spanish courses and pushing their self to a challenging, more promising road onto their future.
- The development of culturally congruent intuitional pedagogy adapted curriculum for Latina studies enrolled in advanced placement Spanish literature for native Spanish speakers class
- Luz Castaneda
- Albert S. Lozano (Advisor)
- Graduate and Professional Studies in Education
- Master of Arts (MA); Education (Multicultural Education); California State University, Sacramento; 05/04/2012
- 09/21/2012
- 99257831144101671; https://hdl.handle.net/10211.9/1839
- Masters Project
- English