ABSTRACT
Out of every racial or ethnic group in the United States, Chicanas/os complete the fewest number of bachelor's degrees. The inequality of elementary and secondary school conditions—lack of access to quality facilities, teachers, and counselors; minimal access to college preparatory and enrichment curriculum; overreliance on biased standardized tests; and dismissive treatment of Chicana/o cultural strengths—contribute to these dismal statistics. This chapter begins to show how postsecondary education perpetuates many of these institutionalized inequalities.
