ABSTRACT
This chapter reviews research over the past 30 years focusing on the influence of cultural and socioeconomic factors on the mathematics achievement of Latinos in the United States. Special attention is given to data provided by the National Center for Education Statistics for a 20-year period from 1972 to 1992, comparing that data with other studies addressing similar concerns. Although the article examines the experiences of Latinos in the United States, other countries are facing similar pressures to absorb new immigrants, as well as indigenous populations, into their society and their educational systems.
