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This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community. Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as ‘dropouts’ and closely examining the historical contexts for educational interruption in the chosen subgroup. The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers.
- Sales Rank: #705354 in Books
- Published on: 2015-02-17
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .47" w x 6.14" l, .75 pounds
- Binding: Paperback
- 224 pages
Review
In this important new book Marguerite Lukes focuses on the educational needs and challenges faced by a population that is nearly invisible to the American mainstream: disenfranchised immigrant youth. Through her detailed analysis Lukes helps her readers to see beyond the one dimensional characterizations that typically appear in the media so that they can appreciate the grit and agency that many of them rely upon to survive. She also makes it clear why it is so important to their future and ours to address their educational needs.
Pedro Noguera, New York University, USA
Wise and compassionate, Lukes provides unique insights into the dreams, aspirations, and resiliency of young adult Latinos who attempt to persevere through the US educational system despite all odds. A stellar contribution to the field!
Carola Suarez-Orozco, University of California, Los Angeles, USA
Lukes offers compelling evidence that the barriers that Latino immigrant youth face in the United States have nothing to do with cultural deficiencies and everything to do with institutional neglect. She then offers a comprehensive blueprint for addressing this institutional neglect that is a must-read for anybody who is serious about improving the educational outcomes of Latino immigrant youth.
Nelson Flores, University of Pennsylvania, USA
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https://www.academia.edu/21177541/Latino_Immigrant_Youth_and_Interrupted_Schooli...
From Teachers' College Record: http://www.tcrecord.org/content.asp?contentid=18252
The 2016 presidential election is in full force. There are many topics of concern for each candidate, ideologynotwithstanding. However, one topic that continues to surface across the two major parties is immigration, with aparticular emphasis on Latino immigrant youth. Depending on the candidate, the message can vary. Some observers arguethat the candidates, regardless of their affiliation, lack an adequate understanding of Latino immigrant youth, theirbackgrounds, their needs, their concerns, and their hopes and dreams.In
Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College
, MargueriteLukes not only discusses a timely issue, but also builds on the foundation of what we need to know about this importantgroup of individuals—a group that she argues is frequently overlooked, undervalued, and allowed to fail. In order tocapture and examine the lives and experiences of Latino immigrant youth, Lukes draws on her twenty years of involvement in thinking about, reading about, teaching, and personally connecting to this subject. The book rests on amixed method approach that highlights both the statistics and the stories of Latino immigrant youth. Specifically, it followsthe paths of Latino immigrant young adults who left high school in their home country, entered the United States, andthen proceeded to attend school again, but this time in alternative educational settings.One central objective of her work is to challenge the ways in which Latino immigrant youth are essentialized in narrativesranging from literature to public policy. She argues that Latinos are a highly diverse group and that, while Latinos have along history with racial and ethnic categories and diverse educational experiences, it is critical that we see the diversitywithin this group. Lukes rightly emphasizes the point that Latinos represent broad spectrums in areas such as language,social class, and educational attainment.
From the Author
Latino Immigrant Youth and Interrupted Schooling:
Dropouts, Dreamers and Alternative Pathways to College
Each year countless immigrant youth arrive in the United States in the midst of their adolescent years without high school diplomas but with dreams of a better tomorrow. Some arrive as unaccompanied minors who have faced adult challenges to make their way north alone. Some arrive to reunite with parents or family members with whom they've spent little time. As a group, they harbor vast hopes of improving their lives and helping their families.
These Dropouts and Dreamers are the youth who are the subject of a forthcoming book that shares the voices and perspectives of a cohort of immigrant youth, exploring the life experiences of Latino immigrants who arrive in the United States as teens and young adults with interrupted schooling. They are an important and growing subgroup at a time when there are more immigrant young adults in the United States than ever before and federal immigration policies remain highly contested and far from resolved. To date no research has explored in depth the educational realities of this group: the many immigrants who arrive with no high school diploma in their teen years from Latin America. A look at them simply through a singular statistical lens reveals a growing group whose high school completion rates have barely increased in the past decades, who are often eligible for Deferred Action for Childhood Arrivals (DACA), and who face multiple challenges in education and the workforce. They are a numerous and growing group that is becoming increasingly visible, yet schools and social service provides struggle to meet their unique needs.
The book Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers, and Alternative Pathways to College, (Multilingual Matters/Channel View, 2015) emerged from personal experiences working with both high schools and adult education programs. As an academic, I read many scholarly articles that "explained away" the issue of immigrant youth with low graduation rates and incomplete education. Such scholarship claimed that these students had little interest in schooling and their priorities were primarily in the workforce. As a teacher, I would meet young people in my own classes and in programs across New York City who were thirsty for information about college, who would take any and every opportunity to enroll in programs to gain a high school equivalency diploma, and who often had been encouraged to leave school or were frustrated because their need to work and support families with remittances conflicted with high school schedules. Far from being disinterested in school, the young people whom I met met were eager to learn English, enter college, and become professionals, many with aspirations to become doctors, lawyers, teachers and social workers and take advantage of every opportunity to better themselves. Yet institutional barriers stood between them and realizing their dreams and they have few mentors and peers who could help them access educational options that would work for them.
In Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers, and Alternative Pathways to College, I interrogate the popular notion that students who we label as dropouts are in fact disinterested in school and present recommendations for supporting and serving these youth. For decades, scholars have grappled with the misconception that certain ethnic groups inherently "value" education more than others. These persistent deficit views overlook sociopolitical realities and global economic factors the lead to school interruption prior to migration and institutional barriers that keep students out of school once they arrive in the U.S. Dropouts and Dreamers fills a glaring gap in scholarship on immigrant young adults who are categorized as dropouts by presenting new data on a significant but overlooked population. The book seeks to enrich the conversation by putting faces to young people who are often presented merely as statistics. The book also explores ways in which the US political economy impacts the lives, educational pathways and work options of these young adults, and their integration into the cultural, social and economic mainstream of the U.S.
Rather than accepting this rather simplistic paradigm, I explore in depth the history of the concept of dropout and how calculations of who is and who is not a dropout are used to alter our perceptions of how well schools are doing. Historical and contextual data are used to provide the reader with an understand of the socio-political forces at work that lead young people to leave school in their countries of origin -- not disengagement, but poverty and financial demands and a centuries old history of north-south relations that has resulted in Latin Americans flowing northward to satisfy labor demands in the United States. To say that the act of abandoning school and interrupting their education was a "choice" ignores the broader context.
By using data collected in interviews of 150 students who arrived in the US between the ages of 15 and 24, I present personal stories of young people who arrived in the US with great aspirations. These young people share their experiences navigating the complex and confusing education landscape after arriving in the U.S., exploring options from high school to adult education to for-profit diploma mills. Existing policies often provide disincentives for schools to serve youth who are emergent bilinguals, overage, and under-credited. The data reveal how institutional realities result in three groups of students: Pushouts, Shutouts, and Holdouts. Some successfully enroll in high school, only later to be pushed or counseled out and into a high school equivalency pathway; some attempt to enroll but are turned away; and others hold out, only to continue their education later in adult education programs.
Central to this new volume is an examination of the role of language, English proficiency, literacy and academic skills play in access to educational options. Dropouts and Dreamers presents research on multilingual and translanguaging approaches to academic English development and existing policies and practices for students with interrupted formal education. The book concludes with a discussion of existing public policies, opportunities and institutional constraints that impact the young adults discussed here. Existing models that show promising are presented, alongside challenges and persisting questions and directions for the future. The book shares voices and compelling stories of young immigrant adults who were eager to share their experiences. Time and again they reminded me that this type of scholarship is important because, as one youth explained, "they don't really see us."
From the Back Cover
In this important new book Marguerite Lukes focuses on the educational needs and challenges faced by a population that is nearly invisible to the American mainstream: disenfranchised immigrant youth. Through her detailed analysis Lukes helps her readers to see beyond the one dimensional characterizations that typically appear in the media so that they can appreciate the grit and agency that many of them rely upon to survive. She also makes it clear why it is so important to their future and ours to address their educational needs.
Pedro Noguera, New York University, USA
Wise and compassionate, Lukes provides unique insights into the dreams, aspirations, and resiliency of young adult Latinos who attempt to persevere through the US educational system despite all odds. A stellar contribution to the field!
Carola Suarez-Orozco, University of California, Los Angeles, USA
Lukes offers compelling evidence that the barriers that Latino immigrant youth face in the United States have nothing to do with cultural deficiencies and everything to do with institutional neglect. She then offers a comprehensive blueprint for addressing this institutional neglect that is a must-read for anybody who is serious about improving the educational outcomes of Latino immigrant youth.
Nelson Flores, University of Pennsylvania, USA
Most helpful customer reviews
0 of 0 people found the following review helpful.
Looking at the Overlooked - A Critical Contribution!
By Tatyana Kleyn
Once students are no longer in the traditional school system, they are forgotten. However, Marguerite Lukes helps us remember about this important subgroup whose dreams to succeed are often challenged by the schools meant to serve them. Lukes gives us a behind the scenes look into the ways students are shut out of traditional programs and lets us learn more about their backgrounds and strengths. An important book for anyone working with Latino youth in the U.S.
0 of 0 people found the following review helpful.
Shining Light on the Schooling of A Significant Population
By Amazon Customer
This book could not be more timely. It tackles every issue around the educating of Latino youth as well all immigrant young adults, that we should be discussing especially during this election season. Dr. Lukes hits the nail on the head by shining light on a population that must emerge from the background. Essential reading for right now and beyond!
See all 2 customer reviews...
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