Yahaira Leon

Case study

By Abby & Amanda

 BACKGROUND OF YAHAIRA LEON
Yahaira Leon is a third generation immigrant.

Her parents were both born in New York city in the United States. Her
grandparents were born in either Puerto Rico or the Dominican Republic. She
described herself as “half and half” Dominican and Puerto Rican. She live with
her mother and two younger sisters. She has never lived with her father since she
was four years old. Due to the constant search for adequate, affordable housing
and better employments by her mother, she had attended eight differents schools
by ninth-grade.
 IMMIGRATION DATA OF DOMINICAN AND PUERTO RICO
1. In the United State the Dominican population is over 1.3 million. It is fifth largest population of Hispanics.

2. Between 1940 and 1970 alone, about 835,000 Puerto Rico moved to the United State.

3. According to the U.S Bureau of the Census, 4.2 million Hispanics of Puerto Rican heritage live in the United State, while 4

million reside in Puerto Rico.

4. Almost one-third of the growth in the Dominican community is from births in the United States

5. As of 2008, nearly half of Dominican immigrants were U.S. citizens. (47.4%)

6. There are 23.2 percent Dominicans who live in poverty, is nearly double rate for the general U.S population, and higher

than most Hispanics.

 IMMIGRATION DATA OF DOMINICAN AND PUERTO RICO
7. Due to their reliance on goods-producing industries in the Northeast that have suffered from deindustrialization, both Puerto Ricans

and Dominicans struggle with unemployment in far greater numbers than other Hispanic groups

8. In 2008, the mean annual per capita household income of the Dominican population in the United States was $20,571, or lower than

the median earnings for Hispanics which stood at $21,588, or less than half the per capita income of the average in the United States.

9. Unemployment is a common plight within the Dominican community, and the immigration status of some workers keeps them in the

lowest income bracket.

10. Dominicans have slightly higher levels of education than the general Hispanic population, with 16 percent of those 25 and older

having obtained at least bachelor’s degree, compared with 12.9 percent of other Hispanics.
 REASONS FOR ACADEMIC SUCCESS

1. Stability in transition

2. Cultural identity and connections with mom

3. Cultural connections and academic challenges

 STABILITY IN TRANSITION

- Eight different schools by the time she was a Freshman in High School
- Her love of learning and school never strayed
- Interest in school came from also the realization that without it - she wouldn’t be able to have
different opportunities
- Without school she thought - no job, no money, can’t support yourself
 CULTURAL IDENTITY AND CONNECTION WITH MOM
- Cultural Identity of being Puerto Rican and Dominican very important
- She researched a lot of her cultural identity and background
- Schools - she hopes will teach more curriculum on other cultures - so that her classmates can know about
hers -- “Every culture is valued in the school”
- “I learned a little-just a little bit about it-from my mom and my grandmother but nothing about it in the
schools”
- Mother was VERY involved in schools “She tries her hardest to find out everything that goes on”
- Responsible for younger siblings
- Became a role model for the younger sisters and cousins
CULTURAL CONNECTION AND ACADEMIC CHALLENGE

- Numerous teachers helped develop the

love of learning
- Teachers who showed interest in her
culture and understanding it became
her favorite teachers
- Rather than “student-teacher” it was a
“friend-friend” relationship
- Lack of differentiated instruction
 YEARS LATER

After the interview

- Attending a YALE summer

camp
- Thanks to her mother and
teachers for helping with the
financial scholarship
obtainment, and for pushing
her to apply
RELEVANCE TO TEACHING

- Provides a reason to get to know your

students - CRT practices
- Understanding their culture can make
them feel accepted
- Knowing their personal family life can
help to provide an understanding for
support
- Treat every race fairly. Guide students to
respect people of different races.