Group Conflict, Education, and Mexican Americans: A Discussion Paper.

Autor/inn/en	Fernandez, Celestino; Marenco, Eduardo, Jr.
Institution	Mexican American Legal Defense and Educational Fund, Inc., San Francisco, CA.
Titel	Group Conflict, Education, and Mexican Americans: A Discussion Paper.
Quelle	(1980), (152 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Access to Education; Comparative Analysis; Culture Conflict; Demography; Educational Attainment; Educational Change; Educational Opportunities; Educational Status Comparison; Elementary Secondary Education; Employment; Group Dynamics; Higher Education; Income; Mexican Americans; Models; Political Power; Social Change; Social Structure; Sociocultural Patterns; Socioeconomic Status; Whites + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Kulturkonflikt; Demografie; Bildungsabschluss; Bildungsgut; Bildungsreform; Bildungsangebot; Bildungschance; Soziokultureller Vergleich; Dienstverhältnis; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einkommen; Hispanoamerikaner; Analogiemodell; Politische Macht; Sozialer Wandel; Sozialstruktur; Soziokulturelle Theorie; Socio-economic status; Sozioökonomischer Status; White; Weißer
Abstract	The report interprets and explains the basis of Mexican American/Anglo disparity in the educational experience through the theoretical framework of "group conflict." Chapter One presents the group conflict model of society, outlining the manner in which groups form and compete for power, wealth, and prestige. Chapter Two focuses on the way in which education serves the interests of the dominant group, mirroring the stratified structure of the larger society, assuring the fulfillment of the dominant group's interest. Chapter Three examines the relative position of Mexican Americans and Anglos in the American social structure, exploring differences in income, occupation, and political representation. Chapter Four considers the research on achievement, dropout rates, higher education, and other areas for Mexican Americans and Anglos. Chapter Five discusses the process of social change as perceived within the conflict perspective, concluding that basically, change in the larger society precedes change in the educational system, and that the dominant group usually attempts to control the process of social change, reacting most forcefully where it perceives the greatest loss of power, wealth, and prestige. The conflict model provides a framework of techniques for placing political pressure on established institutions to better respond to the needs of Mexican Americans nationwide. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01