Hispanic Women: Schooling for Conformity in Public Education

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Abstract
The educational and occupational attainments of Hispanic women are tied to the norms of an Anglocentric and andro-centric school system. In the past, research has indicated that young female students gain an advantage in the early years of school because of their conformity to certain behaviors including passivity, docility and neatness. Teacher norms for students are specified on three dimensions-behavioral, social and academic-and teacher expectations for their st-udents' success are analyzed. The analysis is based on a sample of 1,000 male and female Hispanic and Anglo students and their classroom teachers. Teachers do rate Hispanic females as more conforming to the behavioral norms of the school. Correlational and regression analysis was performed and findings indicate that higher teacher ratings are assigned to Hispanic females who combine high academic scores with low scores on the behavioral conformity norms. These findings indicate that teachers reward assertiveness, leadership and action when considering success in educational and economic institutions. The dilemma of conflicting norms for Hispanic females is discussed.