Academic Mentorship and Immigrant Latino StudentsImmigrant participation in school-sponsored academic mentorship and activities enhances social and educational achievement
- Latino immigrant students are less likely to join academic extracurricular activities compared to natives or other immigrant populations (1).
- Mentoring programs after school encourages Latino immigrant students to pursue higher education (2;3).
- Latino Youth dropout rates can be mitigated by mentoring and adult supervision (2).
Behnke surveyed 500 Latino immigrant youth in North Carolina High Schools. Suarez-Orozco, Suarez-Orozco, and Peuguero analyzed large amounts of literature and previous data to derive their conclusions. Green et.al also gathered data from a previous study done by Longitudinal Immigration Student Adaption (LISA, Suarez-Orozco, Suarez-Orozco), a five year study that documented patterns of integration among 406 central American immigrants, using a variety of approaches. With the expansive ELS: 2002, Peuguero makes sweeping, non-specific conclusions. A comprehensive review of the literature allows Suarez-Orozco and Suarez-Orozco imbues academic rigor into their analysis. Sanchez surveyed Latino students in a Midwestern high school, and gathered data from observation and school reported statistics on a variety of characteristics like attendance, courses, and grades. Okamoto, utilized 15,000 surveys from 170 US high schools in the NLSAH. Original surveys provide important insight to the youths’ mindsets within the region, although it may not be applicable beyond the specific context.
These findings contend that academic mentorship and an increase in adult supervised academic extra-curricular activities fosters greater academic integration. These programs cause a growth in Latino immigrant self-confidence, which translates into an upsurge in overall student involvement. However, in order for such change to occur there is a need for a revision in educational and immigration policy, which allows for implementation of mentoring programs in schools, as well as more trained adult supervised after school programs. While mentoring programs and academic clubs cause a positive response in the lives of immigrant students, issues arise when students begin to think about higher education. With policies such as the DREAM act only supported in certain states, the incentive for education weakens once students enter their senior year of High School. Politics and economics begin to get in the way of an immigrant student’s pursuit for higher education. While in-state tuition is offered in some states, often times the economic burden of tuition and loans prevents Latino immigrant students from pursuing higher education (7).
- Rural communities will not be able to implement such programs if they already lack education resources.
- Sufficient funding may not be available in rural communities with relatively large immigrant populations.
Marcus Eeman, August Bruggeman, and Bianca Renteria