{"id":17226,"date":"2021-03-17T07:49:00","date_gmt":"2021-03-17T07:49:00","guid":{"rendered":"https:\/\/galeo.org\/2021\/03\/georgia-barreras-educativas-para-los-estudiantes-latinos\/"},"modified":"2023-03-13T13:25:23","modified_gmt":"2023-03-13T13:25:23","slug":"georgia-barreras-educativas-para-los-estudiantes-latinos","status":"publish","type":"post","link":"https:\/\/galeo.org\/es\/2021\/03\/georgia-barreras-educativas-para-los-estudiantes-latinos\/","title":{"rendered":"Georgia Barreras educativas para los estudiantes latinos"},"content":{"rendered":"\n

By: Rodrigo Ruiz-Tello<\/strong><\/p>\n\n\n\n

Out of the 1.8 million students attending Georgia schools, Latinos make up 16% of them, which is roughly 288,000 students (Downey, 2018). With Latinos making up such a significant portion of Georgia students, there should be accommodations provided by the educational systems of Georgia to better aid these students and their families. However, this is not the case. According to the journal Educational Barriers for New Latinos in Georgia<\/em>, there are 6 main issues that Latino students and their families face: lack of understanding of the school system, low parental involvement, lack of residential stability, little school support, few incentives for continued education, and immigrant access to higher education (Bohon, et. al., 2009). As a Latino student myself, I have faced most of the issues that were acknowledged by the journal, and I will discuss the three issues that I found to have the most impact on me. The three issues that I will discuss are limited support from schools, low parental involvement, and few incentives to continue education.<\/p>\n\n\n\n

Enrollment of Latinos into Georgia schools has been growing significantly every year, which can partly be attributed to immigration. These newly arrived families in Georgia often are unable to speak English, therefore, their children are unable to comprehend the information that is presented to them in schools. The state of Georgia offers the English as a Second Language (ESL) program to aid the students who have a different primary language. However, the program contains its flaws. The counties that offer the ESL program only have students attend for a very limited time, typically an hour or two throughout the week. Due to the periods of time between attending the programs, the students may be unable to retain the information that they were presented before, which makes the program less effective. Another issue presented for Latinos in schools is that  the speedy curriculum that instructors must follow. Teachers must ensure that all of the information is presented within the limited school year, and that leaves behind the Latino students who are still developing the English language. Latinos of an older age also face this issue because they were held to different educational standards of their origin country. A solution that I see for this issue is for the school systems to create a curriculum to accommodate students with a language barrier, and incorporate the ESL program as part of their daily school routine.<\/p>\n\n\n\n

Educational issues are not only a problem in Georgia schools, but also in our household. Many Latino parents fail to be involved in their child\u2019s education, which is partly caused by the language barrier and their recent arrival to the United States. Schools usually offer parent-teacher conferences and other events that are directed to parents, and the purpose of these events are to better introduce them to their child\u2019s learning environment, inform them of their child\u2019s needs, and help create an educational role at home for the parent. However, due to the differences in language, many parents do not often attend these meetings, therefore, keeping the child from receiving help at home apart from school. Often, these parents are unaware that there are translators provided for parents who are in need of one during these meetings. Parents could try to learn more of what their child\u2019s school offers to facilitate parent and teacher interactions, so that they can play an educational role at home as well. Latinos who recently immigrated to Georgia are often committed to hard work, so that they can receive a better life. However, due to this, there is less attention put on a child\u2019s education. Children require a parent to encourage them, help them in any way that they can, and give them attention to increase their success. Taking these initiatives will greatly aid their child and keep them from feeling that they are facing their situation alone.<\/p>\n\n\n\n

The dropout rate for Latinos across the United States in 2016 was at 8.6%, which can partly be attributed to having very little incentive to further their education. Students are often asked the question \u201care you going to college?\u201d, which can be very frightening to think about. For Latino students, it is a question that offers a lot of insecurity because they know less about achieving higher education than their Caucasian counterparts. Most Latino students are immigrants or children of immigrants who left their origin country in which they most likely suffered hardships, so they were unable to attend college. Therefore, these children have to figure everything out on their own and are often introduced to various misconceptions that influence them to not further their education. Another problem is that many Latino\u2019s feel discouraged about attending college due to only 8.5% of college students in Georgia being Hispanic, so it causes them to feel as if they do not belong. Influence at home also contributes to this issue because Latino parents often value working more than education because they did not experience a higher education themselves. Lastly, the cost of going to college can be very large, which is the biggest thought on the student\u2019s minds when it comes to considering higher education. Latino students have to see their parents work in tough conditions, so they are most likely to quit their education after high school to keep them from putting more pressure on their parents to fund their education.<\/p>\n\n\n\n

I believe that there can be a lot done to open more doors for students to receive a higher quality education. However, there are changes required in schools and at homes, to allow this to occur.<\/p>\n\n\n\n

\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014<\/strong><\/p>\n\n\n\n

Barreras Educativas de Georgia Para Estudiantes Latinos<\/strong><\/h1>\n\n\n\n

Escrito Por: Rodrigo Ruiz-Tello<\/strong><\/h1>\n\n\n\n

De los 1.8 millones de estudiantes que asisten a las escuelas de Georgia, los latinos representan el 16% de ellos, que es aproximadamente 288,000 estudiantes (Downey, 2018). Con los latinos formando una porci\u00f3n tan significativa de los estudiantes en Georgia, deber\u00eda haber adaptaciones por los sistemas educativos de Georgia para ayudar mejor a estos estudiantes y sus familias. Sin embargo, no es as\u00ed. Seg\u00fan el art\u00edculo Educational Barriers for New Latinos en Georgia<\/em>, hay 6 temas principales que enfrentan los estudiantes latinos y sus familias: falta de comprensi\u00f3n del sistema escolar, baja participaci\u00f3n de los padres, falta de estabilidad residencial, poco apoyo escolar, pocos incentivos para la continuaci\u00f3n de la educaci\u00f3n y el acceso de los inmigrantes a la educaci\u00f3n superior (Bohon, et. al., 2009). Como estudiante latino, he enfrentado la mayor\u00eda de los problemas que fueron reconocidos por el art\u00edculo, y voy a discutir los tres temas que tuvieron el mayor impacto en m\u00ed. Los tres temas que voy a discutir son el apoyo limitado de las escuelas, la baja participaci\u00f3n de los padres y pocos incentivos para continuar la educaci\u00f3n.<\/p>\n\n\n\n

La cantidad de latinos asistiendo a las escuelas de Georgia ha aumentado significativamente cada a\u00f1o, lo que puede atribuirse en parte a la inmigraci\u00f3n. Suele suceder que estas familias reci\u00e9n llegadas a Georgia no pueden hablar espa\u00f1ol. Por lo tanto, sus hijos no pueden comprender la informaci\u00f3n que se les presenta en las escuelas. El estado de Georgia ofrece el programa Ingl\u00e9s como Segunda Lengua (ESL) para ayudar a los estudiantes que tienen un diferente lenguaje primario, sin embargo, el programa contiene sus defectos. Los condados que ofrecen el programa de ESL s\u00f3lo tienen estudiantes asistiendo por un tiempo muy limitado, por lo general una hora o dos durante toda la semana. Debido a los per\u00edodos de tiempo entre su asistencia al programa, los estudiantes pueden ser incapaces de mantenerse al d\u00eda con la informaci\u00f3n que se les present\u00f3 antes, lo que hace que el programa sea menos eficaz. Otro problema para los latinos en las escuelas es el r\u00e1pido curr\u00edculo que los instructores deben seguir para asegurar que toda la informaci\u00f3n se presente dentro del a\u00f1o escolar. Suele suceder que este curr\u00edculum r\u00e1pido deja atr\u00e1s a los estudiantes latinos que todav\u00eda est\u00e1n desarrollando el idioma ingl\u00e9s. Los latinos de mayores edades tambi\u00e9n enfrentan este problema porque fueron sometidos a diferentes est\u00e1ndares educativos de su pa\u00eds de origen. Una soluci\u00f3n que veo para estos problemas es que los sistemas escolares creen un plan de estudios para acomodar a los estudiantes con una barrera del idioma, e incorporar el programa de ESL como parte de su rutina escolar diaria.<\/p>\n\n\n\n

La falta de apoyo no s\u00f3lo es un problema en las escuelas de Georgia, sino tambi\u00e9n en nuestro hogar. Muchos padres latinos no participan en la educaci\u00f3n de sus hijos, lo que en parte es causado por la barrera del idioma y su reciente llegada a los Estados Unidos. Las escuelas suelen ofrecer conferencias de maestros y otros eventos dirigidos a los padres, y el prop\u00f3sito de estos eventos es presentarlos mejor al entorno de aprendizaje de sus hijos, informarles de las necesidades de sus hijos, y ayudar a crear un papel educativo en casa para los padres. Sin embargo, debido a las diferencias en el idioma, muchos padres no suelen asistir a estas reuniones. Por lo tanto, impiden que el ni\u00f1o reciba ayuda en el hogar aparte de la escuela. A menudo, estos padres no saben que hay traductores para los padres que necesitan uno durante estas reuniones. Los padres podr\u00edan tratar de aprender m\u00e1s de lo que la escuela de su hijo ofrece para facilitar las interacciones entre padres y maestros, de modo que puedan jugar un papel educativo en casa tambi\u00e9n. Los latinos que recientemente emigraron a Georgia a menudo se comprometen a trabajar duro, para que puedan recibir una vida mejor, sin embargo, debido a esto, hay menos atenci\u00f3n puesta en la educaci\u00f3n de un ni\u00f1o. Los ni\u00f1os requieren que haya un padre que los anime, les ayude en todo lo que puedan y les preste atenci\u00f3n para aumentar su \u00e9xito. Tomar estas iniciativas ayudar\u00e1 mucho a sus hijos y les impedir\u00e1 sentir que est\u00e1n enfrentando su situaci\u00f3n solos.<\/p>\n\n\n\n

La tasa de abandono escolar de los latinos en los Estados Unidos en 2016 fue del 8.6%, lo que se puede atribuir en parte a tener un incentivo muy peque\u00f1o para continuar su educaci\u00f3n. A los estudiantes a menudo se les hace la pregunta \u201c\u00bfvas a ir a la universidad?\u201d, que puede ser una pregunta muy aterradora de pensar. Para los estudiantes latinos es una pregunta que ofrece mucha inseguridad porque saben menos acerca de lograr una educaci\u00f3n superior que los ciudadanos estadounidenses. La mayor\u00eda de los estudiantes latinos son inmigrantes o hijos de inmigrantes que dejaron su pa\u00eds de origen en el que probablemente sufrieron dificultades, por lo que no pudieron asistir a la universidad. Por lo tanto, estos ni\u00f1os tienen que descubrirlo todo por s\u00ed mismos y a menudo se les presentan varios conceptos que los influyen para no continuar su educaci\u00f3n. Otro problema es que muchos latinos se sienten desalentados por asistir a la universidad debido a que s\u00f3lo el 8.5% de los estudiantes universitarios en Georgia son hispanos, por lo que les hace sentir que no pertenecen. La influencia en el hogar tambi\u00e9n contribuye a este problema porque los padres latinos a menudo valoran m\u00e1s el trabajo que la educaci\u00f3n porque ellos mismos no tuvieron una educaci\u00f3n superior. Por \u00faltimo, el costo de ir a la universidad puede ser muy grande, que es el pensamiento m\u00e1s grande en la mente del estudiante cuando se trata de considerar la educaci\u00f3n superior. Los estudiantes latinos tienen que ver a sus padres trabajar en condiciones dif\u00edciles, por lo que es m\u00e1s probable que abandonen su educaci\u00f3n despu\u00e9s de la preparatoria para evitar que ejerzan m\u00e1s presi\u00f3n sobre sus padres para que financien su educaci\u00f3n.<\/p>\n\n\n\n

Creo que se puede hacer mucho para abrir m\u00e1s puertas para que los estudiantes Latinos reciban una educaci\u00f3n m\u00e1s alta y de mayor calidad. Sin embargo, se requieren cambios en las escuelas y en los hogares para que esto ocurra.<\/p>\n\n\n\n

Works Cited<\/strong><\/h3>\n\n\n\n

Bohon, Stephanie A., et al. \u201cEducational Barriers for New Latinos in Georgia.\u201d Journal of Latinos and Education<\/em>, vol. 4, no. 1, 13 Nov. 2009, pp. 43\u201358., doi:10.1207\/s1532771xjle0401_4.<\/p>\n\n\n\n

Downey, Maureen. \u201cLimiting the Dreams of Latino Students Hurts Them and Georgia.\u201d Ajc<\/em>, The Atlanta Journal-Constitution, 13 Sept. 2018, www.ajc.com\/blog\/get-schooled\/limiting-the-dreams-latino-students-hurts-them-and-georgia\/M597wvIAC49Rw4sRNMbE0J\/#:~:text=These%20data%20also%20reveal%20that,Georgia%20public%20schools%20are%20Latino.<\/p>\n\n\n\n

\u201cEnglish-to-Speakers-of-Other-Languages-(ESOL)-and-Title-III   \/\/ .\u201d Curriculum and Instruction<\/em>, www.gadoe.org\/Curriculum-Instruction-and-Assessment\/Curriculum-and-Instruction\/Pages\/English-to-Speakers-of-Other-Languages-(ESOL)-and-Title-III.aspx.<\/p>\n\n\n\n

Stirgus, Eric. \u201cGeorgia College, Town Reflect Hispanic Growth and Prosperity.\u201d AP NEWS<\/em>, Associated Press, 9 June 2018, apnews.com\/article\/171706da6d78412da8a37d0d8ce377b8. <\/p>\n\n\n\n

NOTE: The opinions expressed in this blog are the opinions of the author only. It is not to be assumed that the opinions are those of GALEO or the GALEO Latino Community Development Fund. For the official position on any issue for GALEO, please contact Jerry Gonzalez, CEO of GALEO at jerry@galeo.org<\/a>.  <\/strong><\/p>\n\n\n\n

NOTA: Las opiniones expresadas en este blog son s\u00f3lo las opiniones del autor. No es de suponer que las opiniones sean de GALEO o el GALEO Latino Community Development Fund. Para la posici\u00f3n oficial sobre cualquier tema de GALEO, por favor contacte a Jerry Gonz\u00e1lez, CEO de GALEO en\u00a0jerry@galeo.org<\/a>.<\/strong><\/p>\n\n\n\n

Image from:<\/strong>\u00a0https:\/\/favianna.com\/artworks\/preparate<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

By: Rodrigo Ruiz-Tello Out of the 1.8 million students attending Georgia schools, Latinos make up 16% of them, which is roughly 288,000 students (Downey, 2018). With Latinos making up such a significant portion of Georgia students, there should be accommodations provided by the educational systems of Georgia to better aid these students and their families. […]<\/p>\n","protected":false},"author":1,"featured_media":1811,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"sfsi_plus_gutenberg_text_before_share":"","sfsi_plus_gutenberg_show_text_before_share":"","sfsi_plus_gutenberg_icon_type":"","sfsi_plus_gutenberg_icon_alignemt":"","sfsi_plus_gutenburg_max_per_row":"","om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14],"tags":[],"class_list":["post-17226","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sin-categorizar"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/posts\/17226","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/comments?post=17226"}],"version-history":[{"count":1,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/posts\/17226\/revisions"}],"predecessor-version":[{"id":17234,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/posts\/17226\/revisions\/17234"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/media\/1811"}],"wp:attachment":[{"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/media?parent=17226"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/categories?post=17226"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/galeo.org\/es\/wp-json\/wp\/v2\/tags?post=17226"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}