A program to reduce the dropout rate and "casualties of society" among Hispanic youth.

OVERVIEW

Hispanic—particularly Mexican-American—students have had the highest dropout rate among all ethnic groups in the United States. Some studies indicate that up to 50% of Hispanic students drop out of high school before graduation. Low education levels are found to negatively affect young people. Studies have shown correlations between dropping out of school and involvement in delinquency and crime. Also, society values education; those who are better educated, are generally more socio-economically stable. Education, high or low levels, also directly relates to a person’s self-esteem.

Hispanic-Americans must learn how to balance two different cultures as they struggle to fit into their community. These young people need role models to show them how to set high educational goals and to encourage these youth to believe in their own potential. Rarely do such examples exist in their families.

Some areas of the United States have a higher concentration of Hispanics, including Southern California, Texas, Florida, and specific urban areas. In these regions especially, programs should be implemented to help Hispanic young people improve academically. Laredo, Texas, a border town which is 95% Hispanic, has a significant poverty problem. A trend of low educational achievement is clearly apparent there. Thus, a trial mentoring program was established, managed by three community organizations and students from a class at Border State University. The program placed at-risk youth into small groups led by the college students. The groups met, interacted, and worked together on educational activities for a period of ten weeks.

PROGRAM GOALS

The goal of this program is to provide at-risk youth with role models, mentoring relationships, and an environment in which they can improve their educational aspirations. Through the program, youth should also gain training and valuable knowledge about community awareness, activism, and responsibility. The college students will sharpen their leadership skills and hands-on experience in group work.

PROGRAM METHODS

Each group leader had a group of six to twelve youth and held a series of ten weekly, informal meetings. The series addressed topics of self (identity), friends, family, school, neighborhood, ethnicity and community, city (Laredo), state (Texas), country (U.S.), and the world. These topics were chosen to broaden the participants’ awareness of diversity and how they each fit into the world. Each session began with an opening activity to help the kids to get to know one another by sharing fun information about themselves, such as hobbies, favorite food, and how each would spend $20.00 if they had it. They discussed the important characteristics of a friend and what each person appreciated in their friends and family. They discussed community problems and characteristics of their city. They learned about their city’s resources and the geographies of the state, country, and world. The program is detailed in Marjorie Coppock’s "Mentoring At-Risk Hispanic Students in Self-Esteem, Academic Growth, and Citizenship Awareness" in Equity and Excellence in Education, 28(1), pp. 36-43.

PROGRAM OPERATION

The most important resources in this program are mentors who are sincerely interested in helping and developing strong relationships with young Hispanics. The number of mentors needed will depend on how many youth will be involved. It is best to encourage young college students as mentors, because youth can identify with and also respect them. Collegiates model high education goals and can share their college experiences with young people. Also needed is sufficient space—in a comfortable environment—to hold meetings. A large church with a significant number of Hispanic attendees and college students, or one which is reaching out to a Hispanic community, may be an appropriate meeting site. Maps are helpful for discussions about community and geography. Paper, writing utensils, and drawing supplies are needed for a variety of activities.

PROGRAM TESTIMONIES

The student leaders felt positive about the program and saw improvement in the young people within their groups. They mentioned experiencing important growth and maturity as members of their communities. The group members were appreciative of the class and their new role models. The leaders also discovered new talents in their group members. One of the leaders stated:

‘The children were able to share some of their problems and joys with us. There were some children that showed improvement in their self-esteem. The children got attached to us and we got attached to them’ (p. 39).

There were also some frustrations for the university students. Group members often treated one another badly; several kids were disruptive and others were too shy to participate. Many of the leaders found that there was not enough time for the lessons, since they only had forty-five minute class periods to hold the sessions. In another context, more time should be allocated.

A final issue was expressed:

‘Another problem that needed to be worked on was to teach the children to always have confidence in themselves and their abilities’ (p. 39).

IMPLICATIONS

• Any type of mentoring program of young people by older young people is effective in aiding both groups in their respective development. The younger group gains a positive example by developing a relationship with people who value education. These college students can share their aspirations with youth and encourage their potential (especially important for disadvantaged youth).
• This program can be adapted to many settings; it could be very effective for a church or youth organization, and some of the problems found in this trial program can be avoided (i.e., time constraints and teachers protesting the release of their students to the session).
• Considering the number of Hispanic youth who drop out of school and the effects that this can have on their lives and the perpetuating cycle of disadvantaged Hispanics in this country, we should create more programs like this one. Our churches (especially in Southern California) should recognize this need and consider devoting resources to such a project.

Joanne Kautzmann Murillo cCYS