Ethnic Identity and School Achievement as Perceived by a Group of Selected Mainland Puerto Rican Students.

Autor/inn/en	Marsiglia, Flavio Francisco; Halasa, Ofelia
Titel	Ethnic Identity and School Achievement as Perceived by a Group of Selected Mainland Puerto Rican Students.
Quelle	(1992), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Acculturation; Community Role; Disadvantaged Youth; Grade 8; Junior High School Students; Junior High Schools; Latin Americans; Naturalistic Observation; Personality Traits; Puerto Ricans; Racial Identification; Self Concept; Spanish Speaking; Student Attitudes; Urban Schools; Urban Youth; Ohio (Cleveland) + Suchen Sie Ihr Suchwort? Schulleistung; Akkulturation; Benachteiligter Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Latin America; People; Lateinamerika; Bevölkerung; Volk; Naturbeobachtung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Puerto Rican; Puerto-Ricaner; Selbstkonzept; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	The Puerto Rican language-culture nexus is seen as the natural field where young Puerto Ricans forge their ethnic identities. Ethnographic theory and methods were used to study this nexus from a naturalistic perspective. A focus group of 12 Puerto Rican 8th grade students (9 males and 3 females) attending a school within 1 Puerto Rican barrio in Cleveland (Ohio) was used. The students were from 13 to 17 years old. Although their parents were all bilingual-Spanish dominant or monolingual in Spanish, two students were monolingual in Spanish, two used English solely, and eight were basically bilingual. The study used an open-ended inquiry process that was characterized by a constant search for the actors' interpretation of their own behavior, beliefs, values, and self-perception. Focus was on exploring whether and how ethnic identity structures educational outcomes by assessing students' personal and cultural history, family, community, and society. Theoretical and methodological questions and recommendations about acculturation processes and school achievement of young Puerto Rican students in mainland America are summarized. Analytical categorizations of different personality types are included. Each student was located on a particular point within the cultural/linguistic continuum. Students continually struggled to adapt and maintain their identities. Included are 11 references. (RLC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC