Graduation Year

2025

Date of Submission

12-2024

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Government

Reader 1

Dionne Bensonsmith

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Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2024 Andrea S Santillan-Galindo

Abstract

This study investigates whether and how California's historical public policies have contributed to the educational pushout of Latinx students, particularly those with intersectional identities shaped by race, gender, socioeconomic status, immigration status, and English proficiency. The research examines how systemic barriers, such as inequitable school funding, punitive discipline practices, and restrictive language education policies, may perpetuate educational inequities for Latinx students. By analyzing extensive literature and quantitative data on class demographics, budget spending, and other factors and applying critical race theory and intersectionality as analytical frameworks, the study explores how these systemic issues contribute to disparities in educational outcomes for Latinx students. The study also examines how policies, rooted in broader historical and social contexts, have shaped the experiences and opportunities of Latinx students over time. Using the Los Angeles Unified School District (LAUSD) as a case study, it examines the tangible effects of these policies, including chronic absenteeism, over-policing, and restricted access to resources. By critically engaging with these historical and contemporary dynamics, the study seeks to draw lessons to inform efforts to address the intersecting challenges Latinx students face today. The findings aim to contribute to ongoing discussions about the need for equitable funding, restorative justice practices, and culturally responsive support systems, as well as how such reforms could transform the educational landscape for Latinx students.

This thesis is restricted to the Claremont Colleges current faculty, students, and staff.

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