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Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

Failure to Graduate for Latino Students

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Bookmark or cite this item: http://hdl.handle.net/2142/16364

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Title: Failure to Graduate for Latino Students
Author(s): SSRHET233
Subject(s): Latinos Graduating U of I RHET 233 Spring 2010
Abstract: Why do Latinos do not graduate from the University of Champaign-Urbana? The ethnographic research I performed was to give me a better idea of why Latinos cannot seem to graduate at the University of Champaign-Urbana. I conducted and ethnographic research and I created a questionnaire. With the ethnographic research I was able to get most of my answers for questions regarding the tuition being too high, and if race played a role when it came to graduating. Do students get enough support and if teachers are the ones to blame for the students failure. Most of my participants agreed that tuition is high; being a Latino does play a role. Family counts as being a pillar-support and teachers cannot be blamed for not accomplishing graduation. Most people think that Latinos don’t graduate because they don’t care about a higher education, but with my research I found out that Latinos have a hard time that goes beyond not caring. Unlike other races Latino’s not only face financial problems but their culture plays a big role in furthering their education.
Issue Date: 2010
Series/Report: Rhetoric 233 (Principles of Composition) is an intermediate expository writing course where students refine their skills in critical reading, argumentation, revision, anticipating audience, and editing. In this course, students explored the relationships between language, culture and identity, as well as examined the ways that writers understand their surrounding cultures, contexts, and audiences (and what that means for their writing). They explored how writers use language to not only express themselves or their ideas, but also to do something—act politically, resist dominant structures, express agency, enact change, etc. As part of the Ethnography of the University Initiative (EUI), a major part of this course was to produce an in-depth research project, where students chose some aspect of language, culture, and community/identity to study on the University. They engaged in ethnographic research methods, which included collecting data, observing and participating in their chosen culture, recording their findings, and analyzing what they collected and recorded.
Type: Text
URI: http://hdl.handle.net/2142/16364
Date Available in IDEALS: 2010-06-02
 

This item appears in the following Collection(s)

  • Diversity on Campus/Equity and Access
    This collection examines ways in which the U.S. university and the American college experience are affected by diversity, and difference. In particular, these student projects examine experiences of diversity on campus, including important contemporary social, cultural, and political debates on equity and access to university resources.

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