Inconsistent Hispanic/Latino Self-identification in Adolescence and Academic Performance PDF Download
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Author: Lindsey Nicole Wilkinson
Publisher:
ISBN:
Category : Hispanic American teenagers
Languages : en
Pages : 346
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Book Description
This dissertation uses data from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study to explore how self-identifying as Hispanic/Latino in school but not at home in adolescence is related to academic achievement at the end of high school and educational attainment by young adulthood. It also explores how the relationship between inconsistent Hispanic/Latino self-identification and academic performance varies by Latino family origin and what factors act to mediate this relationship. Finally, it investigates how using school versus home reports of Hispanic/Latino ethnicity in adolescence impacts the measurement of Latino educational progress. This research draws on education literature exploring racial and ethnic differences in academic performance to suggest how and why an inconsistent Hispanic/Latino self-identification might be related to academic performance. This literature is categorized into two broad lines of research, structural and socio-cultural, and suggests two competing understandings of the relationship between inconsistent Hispanic/Latino self-identification and academic performance as well as the factors that may mediate this relationship. This research finds a strong and negative relationship between Hispanic/Latino self-identification in school but not at home and academic performance and that this relationship varies by Latino family origin. It is only among adolescents who do not report Latino family origins that an inconsistent Hispanic/Latino self-identification is negatively associated with academic performance. This research also finds that factors related to socio-cultural explanations of school performance as well as prior academic experiences help to mediate the negative relationship between inconsistent Hispanic/Latino self-identification and academic performance among adolescents who do not report Latino family origins. Additional findings suggest that using home versus school reports of ethnicity may impact estimates of Latino/non-Latino white differences in educational outcomes and Latino generational decline. Results suggest that within schools, a Hispanic/Latino identity, one separated from Hispanic family and community ties, is associated with poor academic performance and resistance to schooling. In addition, this research confirms the fluid and complex nature of racial and ethnic self-identification and suggests using caution when relying on self-reports of race and ethnicity in quantitative data analysis.
Author: Lindsey Nicole Wilkinson
Publisher:
ISBN:
Category : Hispanic American teenagers
Languages : en
Pages : 346
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Book Description
This dissertation uses data from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study to explore how self-identifying as Hispanic/Latino in school but not at home in adolescence is related to academic achievement at the end of high school and educational attainment by young adulthood. It also explores how the relationship between inconsistent Hispanic/Latino self-identification and academic performance varies by Latino family origin and what factors act to mediate this relationship. Finally, it investigates how using school versus home reports of Hispanic/Latino ethnicity in adolescence impacts the measurement of Latino educational progress. This research draws on education literature exploring racial and ethnic differences in academic performance to suggest how and why an inconsistent Hispanic/Latino self-identification might be related to academic performance. This literature is categorized into two broad lines of research, structural and socio-cultural, and suggests two competing understandings of the relationship between inconsistent Hispanic/Latino self-identification and academic performance as well as the factors that may mediate this relationship. This research finds a strong and negative relationship between Hispanic/Latino self-identification in school but not at home and academic performance and that this relationship varies by Latino family origin. It is only among adolescents who do not report Latino family origins that an inconsistent Hispanic/Latino self-identification is negatively associated with academic performance. This research also finds that factors related to socio-cultural explanations of school performance as well as prior academic experiences help to mediate the negative relationship between inconsistent Hispanic/Latino self-identification and academic performance among adolescents who do not report Latino family origins. Additional findings suggest that using home versus school reports of ethnicity may impact estimates of Latino/non-Latino white differences in educational outcomes and Latino generational decline. Results suggest that within schools, a Hispanic/Latino identity, one separated from Hispanic family and community ties, is associated with poor academic performance and resistance to schooling. In addition, this research confirms the fluid and complex nature of racial and ethnic self-identification and suggests using caution when relying on self-reports of race and ethnicity in quantitative data analysis.
Author: Vickie L. Harvey
Publisher: John Wiley & Sons
ISBN: 1118207912
Category : Education
Languages : en
Pages : 121
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Book Description
Gain a greater understanding of the academic, cultural, and social experiences of first-generation college students (FGS). Fascinating, heart-touching, and important, the research and the stories presented here enlighten what FGS often have to overcome to successfully complete their degrees. With an emphasis on improving FGS' college success, retention, and graduation rates, this volume first covers common obstacles and the trend of FGS continuing on for graduate degrees. Section Two discusses the complex interplay of social, academic, emotional, and financial influences on academic performance. The chapters collectively affirm that the commitment of university resources is critical to college success. This is the 127th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: Michelle Muñoz
Publisher:
ISBN:
Category : Hispanic American teenagers
Languages : en
Pages : 156
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Book Description
Author: Edward Fergus
Publisher: Routledge
ISBN: 1135931291
Category : Social Science
Languages : en
Pages : 208
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Book Description
The focus of this study is on the ways in which skin color moderates the perceptions of opportunity and academic orientation of 17 Mexican and Puerto Rican high school students. More specifically, the study's analysis centered on cataloguing the racial/ethnic identification shifts (or not) in relation to how they perceive others situate them based on skin color.
Author: Martha Montero-Sieburth
Publisher: Routledge
ISBN: 1135581169
Category : Family & Relationships
Languages : en
Pages : 383
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Book Description
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Book Description
Author: Cynthia Hudley
Publisher: Routledge
ISBN: 1317653726
Category : Education
Languages : en
Pages : 159
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Book Description
Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.
Author: Elisa M. Castillo
Publisher:
ISBN:
Category :
Languages : en
Pages : 208
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Book Description
Author: Jessica T. DeCuir-Gunby
Publisher: Routledge
ISBN: 1317508386
Category : Education
Languages : en
Pages : 264
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Book Description
Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts
