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Mosqueda is a third-year sociology and Chicana/o studies student. She is the MEChA Chicana/o Studies Coordinator.

By Cindy Mosqueda

Last quarter I picked up a copy of the Daily Bruin and perused the front-page news. I was surprised to find a headline reading “Research finds challenges for many Latina students” (News, Feb. 5). As I read the article I learned that the American Association of University Women Educational Foundation had conducted a study on the educational attainment of Latinas in the United States.

The study concluded that Latinas, the fastest growing ethnic minority among American women, are faced with deficiencies in financial, social and cultural resources, which affect their educational attainment.

I was surprised to find such an article on the news page, because for my peers and myself, the obstacles blocking the road to higher education for Latinas have existed for many years. My initial response was a simple “duh!” But the report reinforced the need for older Latinas and Latinos to go back and serve the youth in their communities and for students at the university to learn about issues that affect all people of color, including Latinas.

Despite my initial cynical response, I must admit that the study’s findings are a cause for great concern. As students, we cannot ignore the facts, and hopefully we will all be motivated to take action. The Census Bureau found that 30 percent of Latinas ages 16 to 24 drop out of school and only 5 percent, ages 25 or older, had earned a college degree. When I look at these statistics I wonder what factors contribute to the high “push out” rates of Latinas in high school and college.

The AAUW report named social and economic factors as two primary reasons for Latinas’ low educational achievement. Some of the social challenges mentioned include being subjected to stereotyping by classmates and differential treatment from their teachers compared to other ethnic groups.

Illustration by RACHEL REILICH/Daily Bruin I would also include the lack of a strong support network in secondary education. Unfortunately, many high school counselors question our ability to succeed academically. There were times when my counselor would discourage me from taking an advanced placement class despite my strong academic record. From my own experience, I can say that all of these factors played a role in my education.

Culture also plays a role in Latinas’ education, but it should not be the point of focus. It is easy to blame a patriarchal Latino culture for Latinas’ low educational attainment, but then one would ignore various other important factors.

Undoubtedly, there are cases in which Latinas’ decisions to go on to post-secondary education are negatively affected by the expected gender roles of her family. Some families do require their daughters to stay home, take care of their siblings and do chores around the house. For most others, this is a necessity due to economic factors. Latino parents recognize the value of education for all of their children, but sometimes the family has to prioritize providing the family with basic necessities.

In my own experience, my parents told me that they did not think I was ready to go away to college. They said this not because they did not value education for myself, but because the local community college and living at home was much more affordable than UCLA or a private university.

On the surface, this looks like my parents did not want me to leave home because of the strict gender roles for young Mexican women. But if you look closer you will see that economic factors were the main reason my parents felt I should not enroll at a four-year school immediately after high school.

Many undocumented Latinas are faced with an additional barrier because of their immigrant status. This factor was barely touched upon in the report. As of now, undocumented Latinas must pay out of state fees at public universities in California even if they have lived in the state almost all their lives or immigrated at a very young age.

Undocumented students are also ineligible to receive federal or state financial aid, so paying non-resident fees becomes nearly impossible. Some cannot receive private scholarships because they do not meet the criteria of being a permanent resident or a U.S. citizen. There are even some bright students who simply give up in response to so many barriers.

Los Angeles Assemblyman Marco Antonio Firebaugh’s pending bill, Assembly Bill 540, would grant some undocumented high school graduates residence status for tuition purposes at state schools. This is necessary to ensure that place of birth does not deter anyone from pursuing a higher education.

The AAUW’s report emphasized the need for reform in our educational system, which is not geared towards accommodating one of the largest populations in the schools. Changes will surely take a long time, but in the meantime we can do a few different things to work towards a solution to the problems challenging Latinas and other disadvantaged youth.

Students at UCLA should take the opportunity to learn about issues affecting Chicanos/Latinos throughout the United States by taking Chicana/o studies classes or courses in other departments that address these topics.

Another opportunity for students to get involved in the lives of young Latinas is to volunteer as a tutor or mentor for one of the many outreach projects at the Community Programs Office or the Student Initiated Outreach Center. By participating in these projects students will learn from the youth they work with and positively impact their lives.

I do not believe that there are any quick solutions for ensuring that more Latinas graduate high school, go on to college and earn a degree. Reform must be achieved through a combination of the work of family, teachers, counselors, community activists, legislators and college students who continue to advocate on behalf of young Latinas.

Although I can relate most to the experience of Latinas, I also realize that many of the issues we face are similar to those of other disadvantaged youth. While addressing the problems young Latinas face, we can also work towards solutions for their peers of different ethnicities. By doing this we will ensure that institutions of higher education will reflect the diversity of the state and nation more accurately.

I look forward with hope to the day when the headlines in the papers proclaim that the obstacles older generations of Latinas faced have been eradicated by the tireless work of those who care so much to make positive change.

We have an obligation to service, as it is one of the missions of UCLA along with education and research. We will go on to graduate and be the leaders of the Los Angeles community and beyond. But we must not wait until we earn a degree to begin working for our youth. Hopefully, we will all take advantage of the many excellent opportunities to get involved in the lives of our youth and the people in our communities.