ABSTRACT
Institutions of education have long been acknowledged by society as a medium of social mobility, but within the Mexican American community, this has been more of a myth than a reality. The lack of educational attainment among Mexican Americans has been attributed to a lack of motivation and a deficient cultural environment (e.g., Johnson, 1970). Such stereotypical orientations have in essence justified the traditional public educational system’s failure to meet the needs of Latino students. Stereotypes are exaggerated beliefs associated with a category which serves to justify the conduct of society in relation to that category (Allport, 1954). These stereotypes have served to create the educational neglect that has implicitly deprived Mexican American youth of equal opportunities as provided by the Fourteenth Amendment of the U.S. Constitution:
No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States: nor shall any state deprive any person of life or prosperity without due process of law; nor deny to any person within the jurisdiction of the equal protection of the laws.
