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Does language matter? The impact of...

Abram, Percy Leon, III.

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Does language matter? The impact of native language use on academic achievement for Latino students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Does language matter? The impact of native language use on academic achievement for Latino students./
作者:	Abram, Percy Leon, III.
面頁冊數:	104 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128335
ISBN:	0496755978

Does language matter? The impact of native language use on academic achievement for Latino students.
Abram, Percy Leon, III.

Does language matter? The impact of native language use on academic achievement for Latino students. - 104 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.

Thesis (Ph.D.)--Stanford University, 2004.

Since the passage of the Immigration Act of 1965, the percentage of non-native U.S. residents has increased sharply (Portes & Rumbaut, 1990). Such changes have had an impact on the way educational institutions regard issues like access to curriculum, equity, and achievement. Traditionally, researchers studying the education of immigrants and language minority students have focused on three areas: the classroom, cognition, and culture. In this study, I examine the ways in which Latino students' use of and proficiency in Spanish affects their educational achievement and expectations. I draw upon social capital theory and acculturation models to examine the relationship among native language use, parent-child interactions, and educational mobility. I utilize these two areas of study to determine how Spanish language use and proficiency among Latino students affect their ability to develop and maintain relationships with adults and how these relationships affect their educational expectations and achievement.

ISBN: 0496755978Subjects--Topical Terms:

626654
Education, Sociology of.

Does language matter? The impact of native language use on academic achievement for Latino students.
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245 1 0 $a Does language matter? The impact of native language use on academic achievement for Latino students.
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500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1312.
500 $a Adviser: Elizabeth G. Cohen.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a Since the passage of the Immigration Act of 1965, the percentage of non-native U.S. residents has increased sharply (Portes & Rumbaut, 1990). Such changes have had an impact on the way educational institutions regard issues like access to curriculum, equity, and achievement. Traditionally, researchers studying the education of immigrants and language minority students have focused on three areas: the classroom, cognition, and culture. In this study, I examine the ways in which Latino students' use of and proficiency in Spanish affects their educational achievement and expectations. I draw upon social capital theory and acculturation models to examine the relationship among native language use, parent-child interactions, and educational mobility. I utilize these two areas of study to determine how Spanish language use and proficiency among Latino students affect their ability to develop and maintain relationships with adults and how these relationships affect their educational expectations and achievement.
520 $a This study uses data from the National Educational Longitudinal Survey of 1988 (NELS:88, 1st Follow-up 1990 and 2nd Follow-up 1992). NELS is a two-stage stratified probability sample of approximately 25,000 8th grade students who were followed and surveyed at two-year intervals between 1988 and 1994. I analyze data for students who completed surveys and questionnaires for the base year through second follow up and whose parents self identify as Hispanic. In order to identify the effects of language use and proficiency on educational expectations and achievement, I create a theoretical model that regresses achievement and expectations on social capital, and social capital on Spanish language use and proficiency. The results of my study indicate that eighth grade Latino students' use of and proficiency in Spanish positively affects the frequency of conversations with parents about school. In turn, these conversations have a positive effect on students' 12th grade outcomes, as measured by their preparations for post-secondary education, and their expectations.
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