The Power of Story To Expand Possible Selves for Latina Middle School Students.

Abstract

Latinos and are currently tied with blacks as the largest minority group (Canedy, 2001). Suro (1998) noted that more than a third of Latinos in the U.S. are under 18 years of age. It is estimated that between 2000 and 2020 there will be a 47% increase in 5to 13-year-old Latinos in U.S. schools (National Center for Education Statistics, 1997). Although the high school dropout rate has declined for Caucasians and African Americans, it is increasing for Latinos. The U.S. Department of Education (1992) reported that the high school dropout rate for Latino youth was 35.3%, in comparison with 12.3% for non-Hispanic Caucasians. Moreover, as many as 75% of Mexican teenage immigrants never attend school (Suro, 1998). Latinas drop out of high school at a far greater rate than any other group of girls: 26%, in comparison with 13% for blacks and 6.9% for whites (Canedy, 2001). Latinas leave school earlier than all other groups of young people, often before ninth grade, and are the least likely to return. Romo and Falbo (1996), who have studied the school experiences of Latino teenagers, have documented the discouragement and dropout rate of these students, which they attribute to teacher stereotyping, low expectations, and tracking. Latinas face special social and cultural pressures that prompt many girls to leave school without a diploma. Confusion comes from mixed messages from home and school, with often competing values about career, marriage, and motherhood (Canedy, 2001). The Latino Institute Middle school language arts and