Academic Resilience among Undocumented Latino Students

Autor/inn/en	Perez, William; Espinoza, Roberta; Ramos, Karina; Coronado, Heidi M.; Cortes, Richard
Titel	Academic Resilience among Undocumented Latino Students
Quelle	In: Hispanic Journal of Behavioral Sciences, 31 (2009) 2, S.149-181 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986309333020
Schlagwörter	Personality Traits; School Activities; Undocumented Immigrants; Hispanic American Students; Legal Problems; Social Isolation; Social Attitudes; At Risk Students; Academic Achievement; Comparative Analysis; Regression (Statistics); Parent Influence; Educational Attainment; Employment Level; Student Employment; Parent Child Relationship; Peer Relationship; Friendship; Student Participation; High School Students; College Students + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Illegaler Aufenthalt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Soziale Isolation; Social attidude; Soziale Einstellung; Schulleistung; Regression; Regressionsanalyse; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Studentenarbeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Freundschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Oberschule; Collegestudent
Abstract	This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of these protective resources. The results from regression and cluster analyses (N = 104) indicated that despite specific risk factors (e.g., elevated feelings of societal rejection, low parental education, and high employment hours during school) undocumented students who have high levels of personal and environmental protective factors (e.g., supportive parents, friends, and participation in school activities) report higher levels of academic success than students with similar risk factors and lower levels of personal and environmental resources. The results also suggested variability in risk exposure among undocumented students with some students reporting low levels of risk accompanied by high levels of personal and environmental protective factors. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10