Breaking the Unequal Cycle: Parental Involvement in Hispanic Non-Native English Speakers' Postsecondary Enrollment

Autor/in	Yeh, Ellen
Titel	Breaking the Unequal Cycle: Parental Involvement in Hispanic Non-Native English Speakers' Postsecondary Enrollment
Quelle	In: Journal of Latinos and Education, 22 (2023) 1, S.240-257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1745640
Schlagwörter	Parent Participation; Hispanic American Students; English (Second Language); Postsecondary Education; College Enrollment; Socioeconomic Status; Barriers; Language Proficiency + Suchen Sie Ihr Suchwort? Elternmitwirkung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Post-secondary education; Tertiäre Bildung; Socio-economic status; Sozioökonomischer Status; Language skill; Language skills; Sprachkompetenz
Abstract	This study examines the extent to which parental involvement factors predict the likelihood of Hispanic non-native English speakers' (NNESs) postsecondary education (PES) enrollment after controlling for socioeconomic status and linguistic factors. A nationally representative Education Longitudinal Study dataset and a binary multilevel logistic regression model were used to examine the differences in the effects of parental involvement factors on Hispanic NNESs PSE enrollment. The results provide evidence in support of a conceptual model for Hispanic parental involvement, differentiates models from other NNES family groups, focusing on Hispanic NNESs' unique familial characteristics and support system that could affect students' PSE enrollment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01