Factors Associated with Hispanic Student Attendance Among Major Urban Middle Schools in Texas PDF Download
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Author: Colin Joseph Karnath
Publisher:
ISBN:
Category : Hispanic American students
Languages : en
Pages : 280
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Author: Colin Joseph Karnath
Publisher:
ISBN:
Category : Hispanic American students
Languages : en
Pages : 280
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Judy Ann Hostrup
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This mixed methods study investigates how ecological factors influence the decisions urban Hispanic middle school and high school adolescents make concerning their college and career aspirations. I examine the academic aspirations, career aspirations, the influence of peers, teachers, and parents of seventh-, eighth-, ninth-, and tenth-grade urban Hispanic adolescents, and gender roles in college and career aspirations through the lens of Bronfenbrenner's ecological subsystems theory. Participants took the Student Career Assessment (SCA) survey consisting of Likert-type multiple choice questions and open-ended questions to assess their college and career aspirations. Quantitatively analyzed data examined the extent urban Hispanic middle school and high school adolescents were influenced by items on scales of encouragement, literacy, and education and whether there were differences by gender and grade level. Student responses as to why they chose a specific career were analyzed qualitatively. Combined results for urban Hispanic middle school and high school adolescents show a) both genders are interested in finishing high school and going to college, b) Hispanic females are encouraged more than males to pursue their college and career aspirations, c) more females than males know their career aspiration, but the majority of students do not know how to prepare for their chosen career, e) females have more confidence in their literacy skills than males. The more confidence Hispanic high school students have in their literacy skills, the more likely they are to graduate from high school. Implications for future research should involve conducting studies in the areas of college and career aspirations of urban Hispanic adolescents using random sampling. More gender studies involving the college and career aspirations of urban Hispanic adolescents would significantly add to the current body of knowledge.
Author: Regina J. Giraldo-García
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 140
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Abstract: The study was designed to determine the extent to which individual and institutional support variables can predict Latino/a students' successful completion of high school and enrollment in post-secondary institutions in the U.S. Current research suggests that the Hispanic population will constitute approximately 25% of the national workforce in the USA by the year 2050. However, according to the NCES (2002) data, the high level of dropout rates from high school among Latino/a (11.5 for males and 10.3 for females) is alarming. The study examined individual student factors as well as institutional and family variables that may enhance the likelihood of Latino/a students' completion of secondary education and enrollment in post-secondary institutions. Using the 2002-2006 Education Longitudinal Study data, consisting of a sample of 2,217 Latino/a students, the binary logistic regression model identified students' socioeconomic status, their educational aspirations as well as the aspirations of their parents, and school support programs to be significant predictors of high school completion as well as enrollment in post-secondary education. The findings indicate significant differences between the predictive power of the individual and institutional variables on the completion of high school and enrollment in post-secondary institutions of first, second and third generations of Latino/a students in the U.S. In this study, females of first and second generation Latino/a students were found to be two times more likely than males in the same group to complete high school on time. This trend did not apply to third generation female students who were found to be less likely than males of the same group to complete high school on time, with males holding 20% more chances of completion of high school. The presence of institutional based Dropout Prevention Programs was significantly associated with less likelihood of Completion of High School and Enrollment in Post-Secondary Institution across all generation of Latino/a students. The presence of Mentoring Programs was found to significantly predict Completion of High School only for second and third generation of students, and Enrollment in Post-Secondary Institutions only for third generation Latino/a students. The model correctly classified approximately 79 percent of the observations. The findings contribute towards drawing new conclusions regarding Latino/a students' completion of high school and their enrollment in post-secondary institutions in the U.S. The study also informs educational policies regarding school environment and institutional support available for Latino/a students in the U.S. The study recommends that schools should design targeted support programs in order to enhance Latino/a students' success beyond high school. Further research to study the phenomenon of Latino/a students' completion of high school and enrollment in post-secondary institutions, targeting areas with high concentration of Latino/as in the U.S. is recommended.
Author: Reginald L. Gossett
Publisher:
ISBN: 9780549043331
Category : High school graduates
Languages : en
Pages : 59
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The study examined factors related to the entry of Hispanics into Texas Higher Education institutions for the Deep East Texas Council of Government (DETCOG) region. The study findings were derived from three analyses exploring Hispanics not enrolling into Higher Education programs. One analysis focused on Hispanic population dynamics in the DETCOG region. Texas State Data Center data showed that the Hispanic population is increasing at a significant rate. However, statistics indicate Hispanics that graduate from high school do not attend Higher Education institutions at rates similar to other minority groups because of rural factors. The second analysis determined that Hispanics are graduating from high school at lower rates in the DETCOG region than other minority groups. The National Education Center for Dropouts showed that Hispanic male students are dropping out of high school more than Hispanic female students. Among high school graduates, many used traditional, cultural, and social issues as a reason for not attending Higher Education institutions. The third analysis reviewed Hispanics enrolling in Higher Education institutions. In keeping with the national initiative of the 'No Child Left Behind' Act, some colleges have seen a growth in the number of Hispanic students enrolling into college. Bilingual teachers are in high demand because of the diverse languages being spoken in schools. The Texas Education Agency showed that more Hispanics are being employed to teach because of an increased diverse student population. Once in college, most Hispanics graduated with a bachelor's degree within four to five years. Based on data and social patterns collected the DETCOG region is concerned with Higher Education enrollment rates for the Hispanic population. This study includes twelve counties in the DETCOG region: Angelina, Houston, Jasper, Nacogdoches, Newton, Polk, Sabine, San Augustine, San Jacinto, Shelby, Trinity, and Tyler.
Author: Karen Louise Hale
Publisher:
ISBN:
Category : Hispanic students
Languages : en
Pages : 272
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Author: Antonio Avalos
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose workforce is the least educated, has the highest high school dropout rates, has the highest number of individuals and households living in poverty, and is projected to be the largest subpopulation (in the U.S. and TX) by 2050 (Finn & Sousa, 2014; Kelly, 2005; Murdock, 2014; National Center for Education Statistics, 2012b; National Center for Education Statistics, 2014; Noguera, 2008). By closing the achievement gap between White and Hispanic high school students and improving the high school graduation rate of the Hispanic population, Hispanics will be placed in a position of acquiring better employment, improving their income, and possibly moving out of poverty status. The purpose of this qualitative research study was to analyze data from Hispanic students about their perceptions of classroom instructional strategies and factors outside of the classroom that enabled or prevented them from being successful in each of their core subject courses (chemistry, geometry, English II, world history) during their sophomore year in a Texas urban high school. Two focus groups were formed: one group which proved to be successful in their chemistry course and a second group of students who failed the course. The data gathered were analyzed using first and second cycle qualitative coding methods and organized on tables to determine the frequency in which specific instructional strategies were mentioned and identified as being an effective or ineffective strategy in learning for each of the two focus groups. Data concerning any perceived outside factors affecting the participants’ success in the core subject courses were also gathered, analyzed, and organized on tables. The data gathered from each focus group were then compared to each other in order to determine similarities and differences in the frequency of effective and ineffective teaching strategies mentioned. Data concerning possible outside factors that influenced passing or failing the core subjects were also identified and compared, in order to ascertain potential trends within each focus group and between the two focus groups. The data obtained from this study support research stressing the importance of the availability of professional development for teachers in order to improve instructional techniques and manage classroom behavior. The results further revealed concerns about student preference for direct instruction which limits student exposure to instructional strategies that would ultimately develop the 21st century skills needed to compete in today’s job market. This further emphasizes the need for campus leaders to develop, monitor, and support teachers in an effort to successfully implement best instructional strategies in all classes. The study does not support the need for teachers to incorporate information related to the history and culture of Hispanic students into classroom lessons in order for them to better relate to the material being taught and improve their performance in their courses; the findings support a need for teachers and campus leaders to become knowledgeable of Hispanic cultures in order to provide Hispanic students with the motivation, academic guidance, and emotional support needed to ensure their academic success. Finally, analyses of data within and between both focus groups revealed that the instructional strategies used by the teachers in the four core subjects neither helped nor hindered student performance in any of the four core subjects.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309164818
Category : Social Science
Languages : en
Pages : 502
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Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296
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