Predicting Academic Achievement of Rural Hispanic High School Students PDF Download
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Author: Adrian Beltran
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 230
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Book Description
Author: Adrian Beltran
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 230
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Book Description
Author: Alma Norma Rodriguez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 202
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Book Description
Author: James G. Anderson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 56
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Book Description
Author: Susan J. Paik
Publisher: IAP
ISBN: 1648020127
Category : Education
Languages : en
Pages : 295
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Book Description
High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement. Praise for High-Achieving Latino Students "This book focuses on an important issue about which we know little. There are many lessons here for both scholars and educators who believe that Latino students can succeed. I congratulate the authors for taking on this timely and significant topic." ~ Guadalupe Valdés, Ph.D., Bonnie Katz Tenenbaum Professor in Education, Stanford University. Author of Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools "This is a must-read book for leaders in institutions of both K-12 and higher education who want to better understand success factors of Latino students in the US. Using a strength-based framework to understand and support Latino achievement is a new paradigm that must be considered by all." ~ Loui Olivas, Ed.D., President, American Association of Hispanics in Higher Education "In addition to being the right book at the right time, these editors should be congratulated for giving us a stellar example of how a research-practice collaboration comes together to produce such a valuable and lasting contribution to the field of school reform and improvement. Those who work in schools, universities, think tanks and policymaking centers have been waiting anxiously for this kind of book, and it’s now here." ~ Carl A. Cohn, Ed.D., Former Executive Director, California Collaborative for Educational Excellence, CA State Board of Education member, and Superintendent "There may not be a silver bullet for solving the so-called problem of Latino underachievement, but well-conceived solutions do exist. This powerful book offers strength- and asset-based frameworks that demonstrate Latino achievement is possible. Read this text to not only get informed, but to also get nurtured and inspired!" ~ Angela Valenzuela, Ph.D., Professor in Education, University of Texas at Austin. Author of Subtractive Schooling: US-Mexican Youth and the Politics of Caring
Author: David J. Salvatierra
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 218
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Book Description
Author: Doresia Stallings Williams
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 100
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Book Description
Author: Richard P. Durán
Publisher: College Board
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Author: Alicia Paredes Scribner
Publisher:
ISBN:
Category : Acculturation
Languages : en
Pages : 116
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Book Description
Author: Andrea Walton
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 88
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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.
