Promoting Academic Success among Latino Youths

Autor/inn/en	Martinez, Charles R., Jr.; DeGarmo, David S.; Eddy, J. Mark
Titel	Promoting Academic Success among Latino Youths
Quelle	In: Hispanic Journal of Behavioral Sciences, 26 (2004) 2, S.128-151 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986304264573
Schlagwörter	Academic Achievement; Middle School Students; High School Students; Racial Discrimination; Equal Education; Access to Education; Dropouts; Acculturation; Parent Influence; Teacher Influence; Socioeconomic Influences; Latin Americans; Hispanic American Students; Oregon + Suchen Sie Ihr Suchwort? Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Racial bias; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Akkulturation; Sozioökonomischer Faktor; Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This article describes results from the Oregon Latino Youth Survey, which was designed to identify factors that promote or hinder academic success for Latino middle school and high school youngsters. The study samples included a total of 564 Latino and non-Latino students and parents. Analyses showed that Latino students reported a high frequency of discriminatory experiences and institutional barriers at school, and Latino students and their parents were more likely to experience institutional barriers compared to non-Latinos. Furthermore, Latino students and parents reported that they and/or their youngsters were more likely to drop out of school compared to non-Latinos. Path models showed that lower acculturation and more institutional barriers were related to less academic success for Latino students. More parent academic encouragement and staff extracurricular encouragement were associated with better academic outcomes for Latino students. Finally, family socioeconomic disadvantage had an indirect effect on Latino youngster academic success, through effects on parent monitoring and school involvement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10