The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

Autor/in	Taggart, Amanda
Titel	The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students
Quelle	In: Education and Urban Society, 49 (2017) 8, S.731-761 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516658522
Schlagwörter	Hispanic American Students; High School Students; Outcomes of Education; Culture Conflict; Grade 12; Multiple Regression Analysis; Grade Point Average; Urban Areas; Predictor Variables; Academic Achievement; Standardized Tests; Family School Relationship; Questionnaires; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Lernleistung; Schulerfolg; Kulturkonflikt; School year 12; 12. Schuljahr; Schuljahr 12; Urban area; Stadtregion; Prädiktor; Schulleistung; Standadised tests; Standardisierter Test; Fragebogen; Statistische Analyse
Abstract	This study examined the impact of cultural discontinuity on the academic outcomes of Latina/o high school students. Hierarchical multiple regression was utilized to (a) investigate the significant differences between the characteristics and academic outcomes of high school students who do and do not experience cultural discontinuity between their home- and school-based learning and social experiences based on Eurocentric cultural values, and (b) examine the contribution of demographic variables, socio-cultural variables, academic experiences, and cultural discontinuity to students' cumulative grade point average (GPA) and standardized test scores. Data were collected from two high schools in South Central Texas. Findings revealed that cultural discontinuity had an inverse relationship with GPA; therefore, the more cultural discontinuity based on Eurocentric cultural values that a student experienced, the lower was the student's GPA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01