Academic Profiling: Latinos, Asian Americans, and the Achievement Gap

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Gilda L. Ochoa, "Academic Profiling: Latinos, Asian Americans, and the
Achievement Gap"
2013 | ISBN-10: 0816687404, 0816687390 | 336 pages | PDF | 2 MB

Today the achievement gap is hotly debated among pundits, politicians, and
educators. In particular this conversation often focuses on the two
fastest-growing demographic groups in the United States: Asian Americans and
Latinos. In Academic Profiling, Gilda L. Ochoa addresses this so-called gap by
going directly to the source. At one California public high school where the
controversy is lived every day, Ochoa turns to the students, teachers, and
parents to learn about the very real disparities—in opportunity, status,
treatment, and assumptions—that lead to more than just gaps in achievement.
In candid and at times heart-wrenching detail, the students tell stories of
encouragement and neglect on their paths to graduation. Separated by unequal
middle schools and curriculum tracking, they are divided by race, class, and
gender. While those channeled into an International Baccalaureate Program boast
about Socratic classes and stress-release sessions, students left out of such
programs commonly describe uninspired teaching and inaccessible counseling.
Students unequally labeled encounter differential policing and assumptions based
on their abilities—disparities compounded by the growth in the private
tutoring industry that favors the already economically privileged.
Despite the entrenched inequality in today's schools, Academic Profiling finds
hope in the many ways students and teachers are affirming identities, creating
alternative spaces, and fostering critical consciousness. When Ochoa shares the
results of her research with the high school, we see the new possibilities—and
limits—of change.


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