Abstract
Historically, education has been the means whereby. subgroups have improved their conditions and opportunities in this country. The Mexican-American in the United States, and particularly in the Southwest, is no. exception. While it would be in error to assume that all Mexican-American students experience difficulty and that little progress has been made in removing educational deficiencies for them, the truth is that the Mexican-American remains low in educational achievement. Despite efforts from many fronts, he re mains, as a cultural subgroup with the additional burden of lang uage handicap, less able to profit from public school programs when he enters and becomes progressively less able to compete as he progresses through its lockstep organization. 1
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