A Social Justice Approach to Achievement: Guiding Latina/o Students Toward Educational Attainment With a Challenging, Socially Relevant Curriculum

Abstract

This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled “at risk” of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success.

Notes

1. Jay MacLeod (1987) offers a concise definition of social reproduction theory: “social reproduction theory explains how societal institutions perpetuate (or reproduce) the social relationships and attitudes needed to sustain the existing relations of production in a capitalist society” (p. 9). Micro-aggression refers to more subtle everyday acts of racism that people may experience, such as a teacher stating to an African American student that he would make a good athlete without really knowing about this student's athletic ability. For more on micro-aggression in education see Solórzano et al. (2000).

2. Interest convergence refers to the idea that historically positive change in the racial structure has occurred when the interest of Whites converge with those of people of color, thereby generating a historical bloc leading to change. Intersectionality of race refers to the experience of race and racism intersecting with other social formations (i.e., class, sexism, homophobia). For more on “interest convergence” and “intersectionality of race” see Delgado and Stefancic (2001).

3. Banking education involves rote type learning in which students passively absorb everything the teacher tells them. Critical pedagogy is diametrically opposed to the banking format by insisting on collaboration between teacher and students. For more on banking education and critical pedagogy refer to Freire (1993).

4. I use the term Latina/o as a general racial/ethnic designation for the students. Since most students were Mexican American or Chicano, those terms would be more precise. However, one student in the SJEP was Puerto Rican. Therefore, I chose the more general term Latina/o to encompass both Chicanos and Puerto Ricans.