A New Approach in Meeting the Needs of Latinos in American Schools: Students’ Views on Attending a Redesigned Small High School

By Ali Borjian.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Latino students attending large urban schools are facing learning environments that are dramatically substandard. Well-designed small high schools are capable of providing invaluable learning opportunities to low income, urban minority students. Based on a series of interviews and a comprehensive questionnaire, this article explains how Latino students attending a small high school in California view their school and teachers. Their perceptions of students with different ethnicities as well as their aspirations for higher education are also presented. Students are satisfied with their schooling experience and describe their teachers as hard working and caring. Students also emphasize that they trust the school to do the best for them. Latino students note that they have made friends with students from different ethnic backgrounds. Latino students not only have very high educational aspirations but also indicate that their parents encourage them to pursue higher education.

Keywords: Educational Reform, Small Schools, Latinos, Schooling Experience

The International Journal of Learning, Volume 15, Issue 2, pp.277-286. Article: Print (Spiral Bound). Article: Electronic (PDF File; 610.413KB).

Prof. Ali Borjian

Department of Elementary Education, School of Education, San Francisco State University, San Francisco, California, USA

Ali Borjian received his Ph.D. in Language, Literacy and Policy from Stanford University’s School of Education. He has dedicated his career to teaching and has taught at Stanford University, San Jose State University, and is currently an assistant professor at San Francisco State University in the Department of Elementary Education. He teaches courses in literacy, research methodology and language acquisition for the Teacher Preparation program and in the Language and Literacy master’s degree program. Providing appropriate instruction to students who are English language learners is an issue of particular concern to professor Borjian. He is currently conducting research on offering intellectually challenging content and the right language learning opportunities to students who have little or no experience with English. Dr. Borjian has fifteen years of teaching experience in California’s public schools.


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