Mosqueda is a third-year sociology and Chicana/o studies
student. She is the MEChA Chicana/o Studies Coordinator.
By Cindy Mosqueda
Last quarter I picked up a copy of the Daily Bruin and perused
the front-page news. I was surprised to find a headline reading
“Research finds challenges for many Latina students”
(News, Feb. 5). As I read the article I learned that the American
Association of University Women Educational Foundation had
conducted a study on the educational attainment of Latinas in the
United States.
The study concluded that Latinas, the fastest growing ethnic
minority among American women, are faced with deficiencies in
financial, social and cultural resources, which affect their
educational attainment.
I was surprised to find such an article on the news page,
because for my peers and myself, the obstacles blocking the road to
higher education for Latinas have existed for many years. My
initial response was a simple “duh!” But the report
reinforced the need for older Latinas and Latinos to go back and
serve the youth in their communities and for students at the
university to learn about issues that affect all people of color,
including Latinas.
Despite my initial cynical response, I must admit that the
study’s findings are a cause for great concern. As students,
we cannot ignore the facts, and hopefully we will all be motivated
to take action. The Census Bureau found that 30 percent of Latinas
ages 16 to 24 drop out of school and only 5 percent, ages 25 or
older, had earned a college degree. When I look at these statistics
I wonder what factors contribute to the high “push out”
rates of Latinas in high school and college.
The AAUW report named social and economic factors as two primary
reasons for Latinas’ low educational achievement. Some of the
social challenges mentioned include being subjected to stereotyping
by classmates and differential treatment from their teachers
compared to other ethnic groups.
Illustration by RACHEL REILICH/Daily Bruin I would also include
the lack of a strong support network in secondary education.
Unfortunately, many high school counselors question our ability to
succeed academically. There were times when my counselor would
discourage me from taking an advanced placement class despite my
strong academic record. From my own experience, I can say that all
of these factors played a role in my education.
Culture also plays a role in Latinas’ education, but it
should not be the point of focus. It is easy to blame a patriarchal
Latino culture for Latinas’ low educational attainment, but
then one would ignore various other important factors.
Undoubtedly, there are cases in which Latinas’ decisions
to go on to post-secondary education are negatively affected by the
expected gender roles of her family. Some families do require their
daughters to stay home, take care of their siblings and do chores
around the house. For most others, this is a necessity due to
economic factors. Latino parents recognize the value of education
for all of their children, but sometimes the family has to
prioritize providing the family with basic necessities.
In my own experience, my parents told me that they did not think
I was ready to go away to college. They said this not because they
did not value education for myself, but because the local community
college and living at home was much more affordable than UCLA or a
private university.
On the surface, this looks like my parents did not want me to
leave home because of the strict gender roles for young Mexican
women. But if you look closer you will see that economic factors
were the main reason my parents felt I should not enroll at a
four-year school immediately after high school.
Many undocumented Latinas are faced with an additional barrier
because of their immigrant status. This factor was barely touched
upon in the report. As of now, undocumented Latinas must pay out of
state fees at public universities in California even if they have
lived in the state almost all their lives or immigrated at a very
young age.
Undocumented students are also ineligible to receive federal or
state financial aid, so paying non-resident fees becomes nearly
impossible. Some cannot receive private scholarships because they
do not meet the criteria of being a permanent resident or a U.S.
citizen. There are even some bright students who simply give up in
response to so many barriers.
Los Angeles Assemblyman Marco Antonio Firebaugh’s pending
bill, Assembly Bill 540, would grant some undocumented high school
graduates residence status for tuition purposes at state schools.
This is necessary to ensure that place of birth does not deter
anyone from pursuing a higher education.
The AAUW’s report emphasized the need for reform in our
educational system, which is not geared towards accommodating one
of the largest populations in the schools. Changes will surely take
a long time, but in the meantime we can do a few different things
to work towards a solution to the problems challenging Latinas and
other disadvantaged youth.
Students at UCLA should take the opportunity to learn about
issues affecting Chicanos/Latinos throughout the United States by
taking Chicana/o studies classes or courses in other departments
that address these topics.
Another opportunity for students to get involved in the lives of
young Latinas is to volunteer as a tutor or mentor for one of the
many outreach projects at the Community Programs Office or the
Student Initiated Outreach Center. By participating in these
projects students will learn from the youth they work with and
positively impact their lives.
I do not believe that there are any quick solutions for ensuring
that more Latinas graduate high school, go on to college and earn a
degree. Reform must be achieved through a combination of the work
of family, teachers, counselors, community activists, legislators
and college students who continue to advocate on behalf of young
Latinas.
Although I can relate most to the experience of Latinas, I also
realize that many of the issues we face are similar to those of
other disadvantaged youth. While addressing the problems young
Latinas face, we can also work towards solutions for their peers of
different ethnicities. By doing this we will ensure that
institutions of higher education will reflect the diversity of the
state and nation more accurately.
I look forward with hope to the day when the headlines in the
papers proclaim that the obstacles older generations of Latinas
faced have been eradicated by the tireless work of those who care
so much to make positive change.
We have an obligation to service, as it is one of the missions
of UCLA along with education and research. We will go on to
graduate and be the leaders of the Los Angeles community and
beyond. But we must not wait until we earn a degree to begin
working for our youth. Hopefully, we will all take advantage of the
many excellent opportunities to get involved in the lives of our
youth and the people in our communities.