An Examination of Latino Experiences in Vocational Education: Implications for Educational Policy and Reform in Massachusetts.

Autor/in	Jennings, James
Institution	Massachusetts Univ., Boston, MA. William Monroe Trotter Inst.
Titel	An Examination of Latino Experiences in Vocational Education: Implications for Educational Policy and Reform in Massachusetts.
Quelle	(1992), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Educational Attainment; Educational Attitudes; Educational Discrimination; Educational Research; Enrollment Influences; Enrollment Rate; Enrollment Trends; High Schools; Postsecondary Education; Racial Discrimination; School Statistics; State Surveys; Statewide Planning; Student Educational Objectives; Trend Analysis; Vocational Education; Massachusetts + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsforschung; Pädagogische Forschung; High school; Oberschule; Post-secondary education; Tertiäre Bildung; Racial bias; Rassismus; Planwirtschaft; Trendanalyse; Ausbildung; Berufsbildung; Master-Studiengang
Abstract	The reported participation rates and status of Latinos in vocational-technical education programs approved by the Massachusetts Board of Education were reviewed. The study was restricted to persons in grades 9-12 during the 1990-91 school year. Fifteen members of a panel were also interviewed regarding their understanding of Latino experiences in the state's vocational education system. Panel members were familiar with various aspects of public schooling and vocational education. Findings indicated that a large number of Latino students were enrolled in various kinds of vocational technical education programs and schools. Interviewees reported potential problems in recruiting Latinos, e.g., tracking of students of color into lower-skilled curriculum paths and a community perception of vocational education as a "dumping ground." Very few Latino students were enrolled in postsecondary and postgraduate vocational education programs. Interviewees reported a high degree of dissatisfaction regarding the number of Latino or bilingual personnel. Topics for further examination were suggested, including increased recruitment and retention of Latino students, increased number of Latino staff members and role models, effective measurement of the status and assessment of Latino students' needs, increased parental and community participation in vocational education, and use of vocational education to teach appreciation of a multicultural learning environment. (19 endnotes) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC