Educational Trajectories of Indigenous Students in California

• In Event: Addressing the Educational, Cultural, and Linguistic Challenges of Indigenous Mexican Students in California

Abstract

Indigenous students in California experience considerable challenges in the educational system. Identified as “Hispanic” does not take into consideration distinct linguistic and cultural traits they possess which vary greatly from other Latino groups. This investigation’s purpose was to place indigenous Mexican (Mixtec and Zapotec) students at the core of discussion concerning educational inequality and the obstructions they face as a marginalized, under-resourced population. I conducted semi-structured interviews with seven members of a youth group that served an indigenous Mixtec and Zapotec community on the Central Coast. In addition to interviews, the data included participant observations I had made of the youth group over two years. I approached the interview protocols utilizing a Critical Race Theory lens, as this enabled me to examine the inequalities, structures, policies and procedures that reproduce unequal outcomes and limit educational opportunities for students of color (Solórzano & Yosso 2006).

The two most significant themes that emerged from the interviews were that indigenous students face direct racism by their peers and there was institutional racism within schools that severely restricted their options for higher education. Regarding the latter, once labeled as ELD, students are often tracked (Oakes 1986) into basic and/or remedial English courses. This placement rendered them unable to receive equal access to: 1. College information; 2. English courses that qualify for college entry; and 3. Academic content and critical writing skills that prepare them to pass standardized tests such as the CAHSEE, SAT, and other tests necessary for college entry. A third significant finding was how the youth group benefited the students. Benefits included provision of information needed for college entry; leadership training; information about the college application process; a scholarship provided by the organization; and building a sense of community with other members of the youth group. Findings indicate ways in which educational institutions and community organizations can help pave a smoother path to college entry for indigenous students.

Author

• Elizabeth Villa, University of California - Santa Barbara