The Hispanic population has been increasing since the 1930s. As mentioned in the article Historical Development of Chicano/a Student Organizations: Their Role in Post-Secondary Education Recruitment and Retention, “Even more disheartening are census data indicating that approximately 50 percent of Chicano/as leave high school early of the diploma (US Bureau of the Census, 1994)” (p. 1). This quote shows the number of Chicano students who are not motivated to continue pursuing their education. This is a very serious problem because the population of Mexicans is increasing, but they are unable to incorporate their skills into various industrial sectors. Furthermore, the relationship between Chicanos attending college and the number of students living in California is not correlated. The percentage of Chicano students attending various universities such as UC Davis is low. With the ____ changes in society, the number has increased slightly, but it is not enough. Over the past 80 years, Chicanos in the United States have faced social nuances that have prevented many of them from pursuing or furthering their education in universities, due to second-generation discrimination, immigration patterns, economic issues, and _____. I never realized how serious Hispanic students were about questioning their identity and not attending college until I experienced it in my previous Chicano Studies course. I was fortunate to have a course that demonstrated how students who do not take courses related to their cultural history become less motivated to attend college and lack motivation. Being a Chicano student is very difficult because the number of Chicano students attending college is very small and causes a lack of motivation in students. STEM m...... middle of paper ...... courses in high school. The purpose of having these requirements was to Americanize bilingual students during the 19th and 20th centuries. However, in most cases, it confused Chicanos more because English is a complex language and American history has been heavily influenced by other ethnic groups. As Guadalupe San Miguel Jr stated, "Not only the language but also the curriculum was foreign to most Spanish-speaking students... public schools did not teach the traditional subjects of La Doctrina Catolica. Instead they emphasized secular subjects." (Status of the Historiography of Chicano Education: A Preliminary Analysis pg. 528) This shows that Mexicans are unable to interpret religious or cultural texts due to confusion between the form and distinct languages, as well as being unable to distinguish the difference between Catholicism and Christianity.