Indigenous Mexican culture, identity and academic aspirations: results from a community-based curriculum project for Latina/Latino students

Abstract

The Latina/Latino population is the largest minority group in the United States and has the highest high school dropout rate of any ethnic group. Nationally, just over one-half of Latina/Latino students graduate on time with a regular diploma, compared to nearly 80% of Whites. Because of the growing population and the wide achievement gap, there is utility in understanding factors, strategies and programs that facilitate the academic performance of Latina/Latino students in order to address a serious social justice issue in education. This study examines a community-based cultural program about indigenous Mesoamerican traditions and heritage. Results of the mixed-method evaluation study include quantitative and qualitative data for 225 high school students who were primarily Latina/Latino. Students participated in a program based on Mesoamerican ancestry that sought to enhance academic aspirations and reduce high school dropout intentions. Survey results indicated positive changes in ethnic identity and improvements in academic aspirations. Interviews revealed enhanced attachment to ethnic identity and higher academic aspirations, as well as how the program could be improved for future participants. Implications of this culturally relevant curriculum as a strategy to enhance student academic motivation and aspirations are discussed.