The Intersection of Culture and Institutional Support for Latino Students' Academic Success: Remediation or Empowerment?

Autor/inn/en	Giraldo-García, Regina J.; Galletta, Anne; Bagaka's, Joshua G.
Titel	The Intersection of Culture and Institutional Support for Latino Students' Academic Success: Remediation or Empowerment?
Quelle	In: Journal of Latinos and Education, 18 (2019) 1, S.68-80 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1426464
Schlagwörter	Hispanic American Students; Academic Achievement; Critical Theory; Race; High School Students; Dropouts; Dropout Prevention; School Support; Dropout Programs; Mentors; Longitudinal Studies; Grade 10; Intervention; Remedial Instruction; Empowerment; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Kritische Theorie; Rasse; Abstammung; High school; High schools; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulförderverein; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Förderkurs
Abstract	The study is framed by critical race theory to explore the intersection of cultural and institutional factors that influence Latino students' completion of high school. The purpose of this study is to determine the extent to which factors related to students' background, culture, socioeconomic status, and institutional-support such as participation in mentoring and/or dropout-prevention programs, can predict Latino students' successful completion of high school. The overarching research question is: To what extent do family background, students' educational aspirations, and institutional support programs predict whether Latino students' complete high school? Using data from the Education Longitudinal Study of 2002 (ELS: 2002), from the National Center for Education Statistics (NCES) with 2,217 Hispanic participants, the study used a logistic linear regression model for the analysis. The findings identified students' gender, socioeconomic status, first language, educational aspirations as well as the aspirations of their parents, school poverty concentration, and school support programs to be significant predictors of high school completion. The logistic regression model correctly classified between 78%, 85%, and 81% of the cases included in the group for timely completion according to first-, second-, and third-generation respectively. A similar classification was found for high school completion-within-two-years. The discussion highlights marked differences between the effect of dropout-prevention programs and that of mentoring programs on Latinos' high school completion. In addition, that the factors represented by individual and institutional variables might not operate in isolation but instead might intersect with socioeconomic and cultural factors that ultimately create barriers for this minority group. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01