This document discusses factors that influence Mexican male students dropping out of high school. It profiles two Mexican male students who immigrated to the US at ages 14-15, were undocumented with no English skills, and from low socioeconomic backgrounds. One student dropped out after 4 months while the other graduated. Key factors that influence dropping out included low socioeconomic status, cultural differences that made acculturation difficult, and being pushed out due to low grades or pulled out to work versus having a supportive social group. The document recommends strategies schools can implement to support these at-risk students such as increasing bilingual staff, multicultural activities, engaging families, and curriculum reforms.

1. Dropping Out vs.
Hanging Tough:
Mexican Males and the Factors that
Influence Dropping Out
Bethanie Lister

2. Topic Introduction
Why do students drop out?

3. Topic Introduction: Interviewee Commonalities
and Differences
Commonalities:
● Came to the US at 14 and 15
● Mexican
● Undocumented
● No English skills
● Went directly into Watauga High
● From single mother households
● Low socioeconomic status
Differences:
● Student One stayed behind in
Mexico for an extended period
● Student Two came to the US
with mother and brother
● Student One dropped out after
about 4 months
● Student Two stayed and
graduated

4. Topic Introduction: Factors in Dropping Out for
Latino Students
● Low Socioeconomic Status (Bradley & Renzulli, 2011)
o Student often feels pressure to join the workforce
o Connected to poor social networks
o Connected to low GPA
o Connected to low participation in extracurricular activities
o Push vs Pull Out Situations
● Cultural Differences
o Student inability to acculturate
o School inability to integrate culturally diverse students

5. Learning Experience
● Pushed out vs. Pulled out
o GPA, School policies
o Family, Need to work
● Stereotypes Crushed
o Parents who “don’t care”
o Working is pushed as more important
● Social groups ARE essential to a positive school
experience
o Student One vs. Student Two

6. Cultural Differences
American High School
to Native Students
American High School
to Student Number One
What do
you want
from me?
vs.

7. What can we do?
Increase Teacher
Awareness
Increase
Spanish
Speaking Staff
Incorporate
Multicultural
Activities
Reach Out to
Struggling
Students
Create Spanish
Speaking
Clubs/Groups
After
School
Activities
Engage and
Reach Out to
Families
Make
Tests Non-
Native
Friendly
Curriculum
Reform

8. References
Behnke, A. O., Gonzalez, L. M., & Cox, R. B. (2010). Latino Students in New Arrival States: Factors and Services to Prevent Youth from Dropping Out.
Hispanic Journal Of Behavioral Sciences, 32(3), 385-409.
Bradley, C. L., & Renzulli, L. A. (2011). The Complexity of Non-Completion: Being Pushed or Pulled to Drop out of High School. Social Forces, 90(2),
521-545.
Campos, D., Huerta, M., Delgado, R., & ASCD. (2011). Reaching Out to Latino Families of English Language Learners. ASCD.
Davila, E. R., & de Bradley, A. (2010). Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach. Educational Foundations, 24(1-2), 39-58.
Flores-Gonzalez, N. (2002). School Kids/Street Kids: Identity Development in Latino Students. Sociology of Education Series.
Frau-Ramos, M. & Nieto, S. (1991). I was an outsider: Dropping out among Puerto Rican youths in Holyoke, Massachusetts. Massachusetts University:
Amherst, MA. Retrieved from ERIC: http://files.eric.ed.gov/fulltext/ED344974.pdf
Martinez, C. r., DeGarmo, D. S., & Eddy, J. (2004). Promoting Academic Success among Latino Youths. Hispanic Journal Of Behavioral Sciences, 26(2),
128-151.
Valenzuela, A., Garcia, E., Romo, H., & Perez, B. (2012). Institutional and Structural Barriers to Latino/a Achievement. Journal Of The Association Of
Mexican American Educators, 6(3), 22-29.