How does participation in K-12 bilingual education in a large urban district within a Midwestern city influence the postsecondary pathways and outcomes of Latinos?

Trejo, Rocío National statistics indicate Latinos are a growing demographic across the U.S. Additionally, census data shows Latinos have low college enrollment and completion rates. Bilingual education is a venue through which many Latinos are schooled. Most studies on the impact of bilingual education have focused on elementary grade levels. Those that expand into high school or beyond include very small populations of students or students who have not necessarily remained in the bilingual program for the duration of their K-12 experience. Thus, minimal research has assessed the influence of consistent enrollment in bilingual education through the lens of high school, post high school, or collegiate experiences and outcomes. As such, this mixed-methods study examined the outcomes and lived experiences of Latino students who consistently participated in a K-12 bilingual program in a large urban district within a midwestern city. Specifically, this study examined the percentage of bilingual program students who graduated from high school, their academic outcomes, the percent who entered college, the percent who earned a bachelor’s degree, and the K-12 schooling experience of Latino students who consistently participated in bilingual education. Quantitative data showed a higher percentage of bilingual program students graduated from high school, entered college, and earned a bachelor’s degree when compared to national statistics on Latino achievement. Qualitative data highlighted a strong sense of belonging while in the bilingual program, varied student perceptions of their cultural and linguistic identities, as well as a lack of consistent and mandatory college and career readiness efforts that address the specific needs of this population. Overall, the study showed that participation in K-12 bilingual education in a large urban district within a midwestern city influences the postsecondary pathways and outcomes of Latinos. Findings support the need for bilingual education and call for continued deliberate attention to the cultural, linguistic, social, and academic development of Latinos while bringing to the forefront the intentional development of identity and critical consciousness as well as consistent and mandatory college and career readiness efforts specific to this population.

Grantor dc:publisher

Alverno College

Year dc:date

2023

Author dc:creator

• Trejo, Rocío

• Education, Bilingual
• Hispanic American students
• Latinos
• Dual language
• ELs
• K-12
• Advanced courses
• Postsecondary
• Identity
• Belonging
• Critical consciousness
• College and career readiness
• College perseverance

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/882

OAI identifier oai:identifier

oai:alverno.omeka.net:882