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What attitude? Language attitudes an...

Sanchez, Raquel C.

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What attitude? Language attitudes and academic achievement among students of Mexican origin.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What attitude? Language attitudes and academic achievement among students of Mexican origin./
作者:	Sanchez, Raquel C.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3270.
Contained By:	Dissertation Abstracts International67-09A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235340
ISBN:	9780542895777

What attitude? Language attitudes and academic achievement among students of Mexican origin.
Sanchez, Raquel C.

What attitude? Language attitudes and academic achievement among students of Mexican origin. - 130 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3270.

Thesis (Ph.D.)--Stanford University, 2006.

This dissertation addresses the problem of the relative underachievement of Latino students in California public schools as evidenced by high dropout rates. The focus of this study is on the largest Latino sub-group with the longest history in California: the Mexican-origin population. Two widely held hypotheses are considered, each stemming from distinct interpretations of acculturation theory. Hypothesis I: There is a positive relationship between linguistic assimilation and academic achievement among students of Mexican origin. Hypothesis II: There is a negative relationship between linguistic assimilation and academic achievement among students of Mexican origin.

ISBN: 9780542895777Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

What attitude? Language attitudes and academic achievement among students of Mexican origin.
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245 1 0 $a What attitude? Language attitudes and academic achievement among students of Mexican origin.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3270.
500 $a Adviser: Guadalupe Valdes.
502 $a Thesis (Ph.D.)--Stanford University, 2006.
520 $a This dissertation addresses the problem of the relative underachievement of Latino students in California public schools as evidenced by high dropout rates. The focus of this study is on the largest Latino sub-group with the longest history in California: the Mexican-origin population. Two widely held hypotheses are considered, each stemming from distinct interpretations of acculturation theory. Hypothesis I: There is a positive relationship between linguistic assimilation and academic achievement among students of Mexican origin. Hypothesis II: There is a negative relationship between linguistic assimilation and academic achievement among students of Mexican origin.
520 $a This study maintains a critical intellectual stance while testing these two competing hypotheses, using a methodology widely accepted in the social sciences: survey research.
520 $a The language attitudes of 144 students of Mexican origin in the San Francisco Bay Area were elicited by means of an 82-item survey in order to examine how attitudes toward Spanish language use and use maintenance may influence the academic achievement of this population. The research questions addressed by the survey include the following: (1) Is there a relationship between measures of attitudes toward the Spanish language and academic achievement among the middle school students of Mexican origin surveyed? (2) Do English dominant students of Mexican origin demonstrate significantly different levels of academic achievement than their less linguistically assimilated peers? (3) Are there generational differences in the degree of academic achievement demonstrated by students of Mexican origin? (4) Is linguistic assimilation associated with academic achievement in this population?
520 $a The data were analyzed through statistical procedures including correlation analysis, analysis of variance and multiple regression techniques. Virtually no evidence was found in support of Hypothesis I. Though some of the findings are consistent with Hypothesis II, there is simply not enough evidence to merit the acceptance of acculturation theory as a basis for policies or practices directed at improving schooling for this population.
520 $a The concluding discussion surrounds two key findings: first, the apparently anomalous behavior of one variable related to reported patterns of language use (Spanish language use with friends); and second, the relationship between attitude, proficiency and use in self-reports of Spanish language fluency.
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