Latino-American Students – Identifying Barriers in their Academic Success
拉丁美洲学生发展代写 The assumptions about development of Latino-American students have always been worrisome to a larger extent. The factor
The assumptions about development of Latino-American students have always been worrisome to a larger extent. The factor that complicates the understanding of Latino-American students development needs are immigrants across borders also being developed using the same metrics. However, it is important to understand that most of the students going to college are the first generation, who haven’t had exposure to longitudinal studies. In reference to this, the paper is going to serve as a student development guide for Latino-American students by helping teachers and other educational leaders understand what the best way to develop students is.
关于拉丁美洲学生发展的假设一直在更大程度上令人担忧。 使拉丁美洲学生发展需求的理解复杂化的因素是跨境移民也在使用相同的指标进行开发。 然而，重要的是要明白，大多数上大学的学生是第一代，他们没有接触过纵向研究。 与此相关，本文将通过帮助教师和其他教育领导者了解培养学生的最佳方式，作为拉丁美洲学生的学生发展指南。
How do students develop?
Students develop when they get a nourishing and encouraging culture. According to Marrero, the first step in any student development course is to make students feel that they are accepted and their individuality is respected (pp. 180-186). This boosts their confidence to study in an institution, which in turn can make them eager to learn and explore.
Stein in her paper mentioned that they have noticed that students who take more than one development course before the official commencement of their study perform better academically compared to those who start their education without taking any development course. This finding reveals that specific development courses need to be designed keeping in mind the origin, race and language of the student (pp. 82-86).
学生在获得滋养和鼓励的文化时得到发展。 根据 Marrero 的说法，任何学生发展课程的第一步都是让学生觉得他们被接受并尊重他们的个性（第 180-186 页）。 这增强了他们在机构学习的信心，从而使他们渴望学习和探索。拉丁美洲学生发展代写
Stein 在她的论文中提到，他们注意到，在正式开始学习之前参加过一门以上发展课程的学生与那些开始接受教育但没有参加任何发展课程的学生相比，在学业上表现更好。 这一发现表明，需要设计特定的发展课程，同时牢记学生的出身、种族和语言（第 82-86 页）。
It is obvious that development courses are necessary or cornerstone of the student development.
But what should be the course of content and what should be taught in such courses are also important questions that needed to be answered. In this regard, a study by Goodman & Cirecie reveal that development courses should be designed only after careful analysis of the students’ needs (pp. 176-186). For instance, if a student lacks English communication skills then the first development course such students should enroll in should teach them English language. However, in case of Latino-Americans who are good at speaking the language, the course should be based on confidence building, multiculturalism, and development of psycho-social attributes.
According to Stein, another factor that needed consideration for development of Latino-American students is by including the social literacies of the community (pp. 82-86). The United States educational sector was previously more focused on the development needs of African-American . That little attention has been given on the developmental needs of other students. However, changing demographics of the country warrants educational leaders and researchers to understand. The growing need of focusing on the developmental needs of other growing communities. According to Wei, Tsun-Yao & Kelly. Scholars have realized it very late that the racial element of multicultural education is very complex. And it is wrong to view it from the biracial prism only (p. 195).
According to Fergus, Pedro and Margary. Where educational leaders went wrong in the student development process of Latino-American students is that they were under the impression that student development models designed for African-American is just perfect for other races. And can easily be applied by default to Latino-American students (pp. 55-90).
但课程内容应该是什么，课程应该讲什么，也是需要回答的重要问题。在这方面，Goodman & Cirecie 的一项研究表明，只有在仔细分析学生的需求后才能设计发展课程（第 176-186 页）。例如，如果学生缺乏英语沟通技巧，那么这些学生应该参加的第一个发展课程应该教他们英语。但是，对于擅长使用该语言的拉丁美洲裔美国人，课程应以建立信心、多元文化和心理社会属性的发展为基础。
根据 Stein 的说法，拉丁美洲学生发展需要考虑的另一个因素是纳入社区的社会素养（第 82-86 页）。美国教育部门此前更关注非裔美国人的发展需求。很少关注其他学生的发展需求。然而，该国不断变化的人口统计数据需要教育领导者和研究人员了解。越来越需要关注其他不断发展的社区的发展需求。根据 Wei、Tsun-Yao 和 Kelly 的说法。学者们很晚才意识到多元文化教育的种族因素非常复杂。仅从双种族棱镜来看它是错误的（第 195 页）。
根据弗格斯、佩德罗和玛格丽的说法。在拉丁美洲学生的学生发展过程中，教育领导者出错的地方在于，他们认为为非裔美国人设计的学生发展模式对其他种族来说是完美的。并且可以很容易地默认应用于拉丁美洲学生（第 55-90 页）。拉丁美洲学生发展代写
The disparity as noted by Marrero among Latino-American students is great and it has been revealed by the researchers . That a majority of Latino-American students belong to low-income families and they are not prepared well academically (pp. 180-186).
With no strong academic background, educational leaders should expect Latino-Americans to perform poorly or to drop out and to develop them specific development courses should be introduced. Other students develop by being confident about their future, having strong personality attributes. And enjoying support from their family and friends. The case with Latino-American is a bit different . And thus development courses should focus on the areas where they lack.
According to Reynolds, Jacob and Gregory, the best way to develop student from any background is by developing the capacities they lack but need for growing academically (pp. 135-149). According to Park and Melissa, Latino-American students usually come into a classroom with a preconceived notion that they are not as intelligent as other and they will perform low in the class (pp. 445-461). However, with development courses this fear of Latino-American students can be shaken off and they will start performing better.
Marrero 指出的拉丁美洲学生之间的差异很大，研究人员已经揭示了这一点。大多数拉丁美洲学生属于低收入家庭，他们在学业上没有做好充分准备（第 180-186 页）。
根据雷诺兹、雅各布和格雷戈里的说法，培养具有任何背景的学生的最佳方法是培养他们缺乏但需要在学术上成长的能力（第 135-149 页）。根据 Park 和 Melissa 的说法，拉丁裔美国学生通常带着先入为主的观念进入课堂，认为他们不如其他人聪明，并且在课堂上表现不佳（第 445-461 页）。然而，通过发展课程，可以摆脱对拉丁美洲学生的恐惧，他们将开始表现得更好。拉丁美洲学生发展代写
How did you experience your development?
My academic development started in the childhood so most the fears and factors stated above were not part of me. However, I did take a development course that focuses on developing psycho-social attributes, which helped me greatly in performing better than I thought I would. The course I took changed my personality completely as well my attitude towards multiculturalism.
The development course was an experience of a lifetime, as it changed my perception towards the society and the courses I took. The course made me to some extent fully aware about the association of my emotional and mental well-being with the environment I was in. I got to learn about the educational environment and identified ways to perform better in a multicultural educational environment. My development journey was somehow smooth as I had a very supporting family and was already a part of a diverse culture.
我的学业发展始于童年，因此上述大多数恐惧和因素都不是我的一部分。 然而，我确实参加了一个专注于发展心理社会属性的发展课程，这极大地帮助了我的表现比我想象的要好。 我参加的课程彻底改变了我的个性以及我对多元文化的态度。
发展课程是一生难忘的经历，因为它改变了我对社会和我所学课程的看法。 这门课程让我在某种程度上充分意识到我的情绪和心理健康与我所处的环境之间的关联。我开始了解教育环境并确定在多元文化教育环境中表现更好的方法。 我的发展历程在某种程度上很顺利，因为我有一个非常支持我的家庭，并且已经是多元文化的一部分。拉丁美洲学生发展代写
Advice to fellow peer facilitators
The growing population of Latino-American and the widening gap between their educational achievements and their counterparts’ educational achievements. Marrero believes that in the longer run, this gap of educational achievement has a lot of social implications, which peer facilitators need to understand (pp. 180-186). First advice I would offer to peer facilitators on the basis the research and my personal experience is that identify the areas where Latino-American students are lacking.
This would help in understanding what kind of developmental course is suitable for them. This first step will also allow educational leaders to understand. That even not all Latino-American students can be treated the same way . And everyone has unique developmental needs which need to be addressed. Secondly, I would advice peer facilitators to treat every case differently and realize. That one development course or one set of development courses cannot fit all. Therefore, it is imperative to understand that sometimes . They will have to design specific developmental courses on the basis of the nature of students.
Thirdly, educational leaders need to dig deeper in this area. Since the subject pertaining to the development needs of Latino-American students. Further research will help understand the problems and challenges . The students generally face and better solutions can come out that too proven by research.
拉丁美洲人口不断增长，他们的教育成就与其同行的教育成就之间的差距不断扩大。 Marrero 认为，从长远来看，这种教育成就的差距会产生很多社会影响，同伴促进者需要了解这一点（第 180-186 页）。根据研究和我的个人经验，我会向同伴协调员提供的第一个建议是确定拉丁美洲学生缺乏的领域。
From the above discussion, it can be concluded that the challenges facing Latino-American students . About their developmental needs are huge and can only be addressed . If specific development courses are designed to make them embrace the environment they are about to step in. It is important to teach every case differently. Because one student may have great personality traits but lacks proper English communication skills. Whereas another student may have excellent grasp over English communication skills but has fears about being from a particular race . That is generally stereotyped as having low intelligence compared to others. In order to ensure academic success of each and every student regardless of their ethnicity or skin color. It is imperative for educational leaders to focus on what they need to develop their skills and ensure their academic success.
从以上讨论可以得出结论，拉美学生面临的挑战。 关于他们的发展需求是巨大的，只能得到解决。 如果特定的开发课程旨在让他们接受他们即将介入的环境。重要的是要以不同的方式教授每个案例。 因为一个学生可能有很好的个性特征，但缺乏适当的英语沟通技巧。 而另一名学生可能对英语沟通技巧有很好的掌握，但担心来自特定种族。 这通常被定型为与其他人相比智商低。 为了确保每个学生的学业成功，无论其种族或肤色如何。 教育领导者必须专注于发展技能和确保学业成功所需的一切。拉丁美洲学生发展代写
- Fergus, Edward, Pedro Noguera, and Margary Martin. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138, 2014.
- Goodman, Rachael D., and Cirecie A. West‐Olatunji. "Educational hegemony, traumatic stress, and African American and Latino American students." Journal of multicultural Counseling and Development3 (2010): 176-186.
- Hill, Nancy E., and Kathryn Torres. "Negotiating the American dream: The paradox of aspirations and achievement among Latino students and engagement between their families and schools." Journal of Social Issues1 (2010): 95-112.
- Marrero, Floralba Arbelo. "Barriers to School Success for Latino Students." Journal of Education and Learning2 (2016): 180-186.
- Park, Julie J., and Melissa Millora. "Psychological well-being for White, Black, Latino/a, and Asian American students: Considering spirituality and religion." Journal of Student Affairs Research and Practice4 (2010): 445-461.
- Reynolds, Amy L., Jacob N. Sneva, and Gregory P. Beehler. "The influence of racism-related stress on the academic motivation of Black and Latino/a students." Journal of college student development2 (2010): 135-149.
- Stein, Kathy. "Meeting the needs of developmental Latino/Latina students." Journal of College Reading and Learning1 (2005): 82-86.
- Wei, Meifen, Tsun-Yao Ku, and Kelly Yu-Hsin Liao. "Minority stress and college persistence attitudes among African American, Asian American, and Latino students: Perception of university environment as a mediator." Cultural Diversity and Ethnic Minority Psychology2 (2011): 195. 商科代写 cs代写 法律学代写 经济学代考_经济学作业代写 艺术代写 心理学代写 哲学代写 伦理学代写 体育学代写 化学代写 教育学代写 医学代写 历史代写 地理学代写