| According to the National Center of Educational Statistics (1972--2001), Hispanic girls have higher dropout rates and higher pregnancy rates than any other racial or ethnic group. In some parts of the country as many as one out of two Latinas drop out of high school. Hispanic girls are least likely to be called on in class or to be recognized as gifted. Nor surprisingly, they are the group of girls most likely to be retained from fifth grade onward (Orenstein, 1994). This study examined the literacy profiles of eight Mexican origin girls who are succeeding academically. The research questions which guided this study were (1) What are the literacy profiles of academically successful Mexican origin girls across home, school, and community settings? (2) How do the values and beliefs held by academically successful Mexican origin girls, their families, and educational personnel influence their literacy behavior? and (3) What social, political, economic, and personal obstacles impede the progress of academically successful girls, and how do they adapt or overcome them?; Eight Mexican origin girls ranging in age from 10 to 20 years of age were selected, because they followed the developmental continuum from preadolescence to adulthood. Data were collected from December 1999 till August 2001, through attendance at school and social functions, interviews, observations, emails, and examination of artifacts. Data analysis involved coding, formal and informal member checks, and comparative analysis through data displays.; These women translated for their families and performed many tasks that required English proficiency such as paying bills, and, completing various forms. They also translated at school, and used their bilingualism as a skill in the market place. If a family was dependent on the young woman to translate and interpret, for transportation, or for economic support, they were unlikely to encourage higher education and career goals. School personnel did little to help facilitate the academic or career goals of these young women. Implications for practice include better educator preparation for administrators, guidance counselors, and teachers to better serve a diverse society. |
