Considering an Integrative Approach for Supporting Latinx Youth's Educational Attainment

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Social Policy

Abstract

Latinx populations in the United States have experienced continual growth and by the year 2065 will become a minority-majority (Cohn, 2015). This growth indicates that U.S. Latinx populations will comprise a major proportion of the future workforce, yet this growth has not been matched with increased educational attainment. Given the diversity among Latinx populations in the U.S., including experiences of marginalization, immigration, and access to resources, there is a critical need to provide an integrative understanding of Latinx youth’s collective and disparate experiences of educational attainment. This social policy report starts by providing an in-depth overview of the demographic landscape of Latinxs’ educational experiences in the U.S. to highlight the importance of addressing Latinx youth’s educational attainment. Next, a review of federal and state level education policy is presented. We specifically examined aspects of federal and state education policy that are pertinent to addressing Latinx youth’s educational needs. At the federal level, educational policies across three presidential administrations, including the current one. Our review of state level policy focused on California given its history of navigating with large Latinx populations in the state.

Following the review of policy, we assessed theoretical perspectives across developmental, educational, and socio-cultural disciplines and presented examples that best aligned with outlining the needs of Latinx students. Alongside, we included examples of past policies and programs that demonstrated the implementation of the reviewed theoretical perspectives. This unique synthesis allowed an opportunity to recognize the progress made in educational, developmental, and socio-cultural disciplines to understand the experiences of Latinx youth and how these perspectives have been sought out for the implementation of policies and programs.
Based on past policies and theoretical perspectives, we followed by introducing the Integrative Model for Latinx Youth’s Educational Attainment. The purpose of the model was to incorporate key theoretical ideas, particularly focused on culturally informed experiences, with scholarship and education policy to better promote Latinx youth’s educational attainment. The model highlights factors across individual, family, educational, and socio-cultural contexts (including the critical role of social media). In addition, the model underscores the factor of time (i.e. developmental time periods and historical periods), as experiences Latinx youth have are largely determined by developmental milestones alongside sociopolitical and current historical events at the time of development. We hope this framework can inform policy makers’ and researchers’ approach for addressing educational issues facing Latinx youth.

Finally, this report concludes with a series of policy and researcher-practitioner recommendations informed by past policy and program initiatives, theories, and the integrative model presented. The provision of the recommendations is an opportunity to remind policy makers, researchers, and practitioners the importance of understanding a population’s background, experiences, and needs to adequately serve them. In sum, the focus of this social policy report is in accord with the changing demographics of the U.S. By supporting the future of Latinx youth’s educational attainment, we will promote the successful economic future of the U.S., which will be largely driven by the work of Latinx populations.

Authors

• Lorena Aceves, Child Trends -Maryland
  Presenting Author

• Diamond Bravo, University of California - Riverside
  Non-Presenting Author

• Max Crowley, Penn State University
  Non-Presenting Author