ABSTRACT
Persistent school failure among large numbers of Mexican-descent students and other Hispanic groups in the United States is a pervasive, well-documented and enduring problem (The Achievement Council, 1984; Arias, 1986; Brown et al., 1980; California Postsecondary Education Commission [CPEC], 1982; Carter, 1970; Carter & Segura, 1979; Coleman et al., 1966; Ogbu, 1974, 1978; Ogbu & Matute-Bianchi, 1986; U.S. Commission on Civil Rights, 1971). The majority of Hispanic students has suffered and continues to suffer the negative consequences of unsuccessful schooling experiences. As a group, these children participate less and do less well academically than any other group in the Southwest except for Native Americans, with indications of a widening achievement gap between these students and other groups in school (The Achievement Council, 1984).
