Ethnic Identity, Acculturation, and Class Identity as Predictors of Academic Achievement Among Mexican-American Adolescents PDF Download
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Author: Steven Richard Sandoval
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 362
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Book Description
Author: Steven Richard Sandoval
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 362
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Book Description
Author: La Shawn Kimberly Turner
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 312
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Book Description
Author: Martha E. Bernal
Publisher: State University of New York Press
ISBN: 0791496546
Category : History
Languages : en
Pages : 328
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Book Description
This book provides broad coverage of the various research approaches that have been used to study the development of ethnic identity in children and adolescents and the transmission of ethnic identity across generations. The authors address topics of acculturation and the development and socialization of ethnic minorities—particularly Mexican-Americans. They stress the roles of social and behavioral scientists in government multicultural policies, and the nature of possible ethnic group responses to such policies for cultural maintenance and adaptation.
Author: Yolanda Bautista de Domanico
Publisher:
ISBN:
Category : Mexican American teenagers
Languages : en
Pages : 142
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Book Description
Author: Tamara L. Tencer Garrity
Publisher:
ISBN:
Category : Acculturation
Languages : en
Pages : 156
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Book Description
Author: Cesalie Stepney
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
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Book Description
Adolescence is a period of identity exploration and development. In particular, ethnic identity forms an important aspect of identity for ethnic minority youth. Prior research has found that ethnic identity is related to positive psychosocial and academic outcomes among these populations. This study sought to expand the definition of ethnic identity for Hispanic youth to include other related aspects of identity, specifically acculturation, immigration status, and language use. Further, it was hypothesized that Hispanic Ethnic Identity would positively predict academic achievement. In addition, self-efficacy and social support were examined as potential mediators of this relationship. Data were collected in a majority Hispanic high school in a low-income neighborhood in New Jersey (82.61% Hispanic by school-report, 90.98% receiving free or reduced lunch). The sample consisted of 540 self-identified Hispanic students (Mean age = 17.15, 48.70% female, 61.11% born in the U.S.). Structural equation modeling was employed to a) test the newly defined Hispanic Ethnic Identity construct and b) test a model of the hypothesized relationships between Hispanic Ethnic Identity, academic achievement (as measured by end-of-year GPA), general self-efficacy, and perceived social support from teachers. Results revealed that contrary to the hypothesized model, there was a significant, but negative, direct relationship between Hispanic Ethnic Identity and GPA. However, there was also a positive mediation effect of Hispanic Ethnic Identity to academic achievement via self-efficacy. Differences were revealed by gender. Exploratory analyses were also conducted to test the model in Mexican-origin and Dominican-origin adolescents. Overall, results revealed that Hispanic Ethnic Identity impacted academic achievement via dual distinct pathways, with a negative direct effect and positive indirect effect on GPA. Implications and future directions are discussed.
Author: George Leland Iber
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 330
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Book Description
Author: Juan C. Oliva
Publisher:
ISBN:
Category : Hispanic American teenagers
Languages : en
Pages : 106
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Book Description
Author: Mary Ann Collins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 49
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Book Description
The current study investigates the relationship between school connectedness and academic achievement and whether this relationship is moderated by ethnic identity. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Multiple linear regression was used to analyze whether school connectedness is predictive of academic achievement, measured as standardized test scores, and whether ethnic identity moderates the association in this sample of Mexican-origin youth. Findings revealed that after controlling for age, lunch status, generational status, and gender, school connectedness was a positive predictor of standardized test scores in reading and math. Results also indicated that ethnic private regard moderated the association between school connectedness and standardized test scores in reading. These findings underscore the importance of possessing a positive ethnic identity for Mexican-origin youth in predicting academic outcomes.
Author: Sanji Marissa Coutts
Publisher:
ISBN:
Category : Acculturation
Languages : en
Pages : 366
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Book Description
