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When grades don't matter: Comparing ...

Zarate, Maria Estela.

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When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos./
Author:	Zarate, Maria Estela.
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181751
ISBN:	9780542222078

When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos.
Zarate, Maria Estela.

When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos. - 131 p.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.

Thesis (Ph.D.)--University of California, Los Angeles, 2005.

The underrepresentation of Latinas and Latinos in colleges and universities persists, even as the Latino population increases in the U.S. Although we know that socio-economic status, parental encouragement, and academic achievement predicts college enrollment in most cases, we don't know exactly why some Latinos/as go to college and others don't. Using data from a 15-year study of randomly recruited Latino/a immigrant youth, I identified factors that predicted college enrollment. The statistical analysis revealed that academic achievement, parental factors, and language acquisition were the most significant predictors of Latinos' college enrollment, but not Latinas. Surprisingly, teacher-rated classroom performance, beginning in kindergarten, and college counseling contact in high school predicted enrollment plans for Latinas. Non-academic factors appear to hamper college enrollment for some Latinas whose achievement levels are equal to female counterparts who enroll in college.

ISBN: 9780542222078Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos.
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245 1 0 $a When grades don't matter: Comparing schooling and family experiences of college and non -college Latinas and Latinos.
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2472.
500 $a Co-Chairs: Ronald Gallimore; Daniel G. Solorzano.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2005.
520 $a The underrepresentation of Latinas and Latinos in colleges and universities persists, even as the Latino population increases in the U.S. Although we know that socio-economic status, parental encouragement, and academic achievement predicts college enrollment in most cases, we don't know exactly why some Latinos/as go to college and others don't. Using data from a 15-year study of randomly recruited Latino/a immigrant youth, I identified factors that predicted college enrollment. The statistical analysis revealed that academic achievement, parental factors, and language acquisition were the most significant predictors of Latinos' college enrollment, but not Latinas. Surprisingly, teacher-rated classroom performance, beginning in kindergarten, and college counseling contact in high school predicted enrollment plans for Latinas. Non-academic factors appear to hamper college enrollment for some Latinas whose achievement levels are equal to female counterparts who enroll in college.
520 $a Using qualitative methods, girls' descriptions of their relationships with teachers were examined to understand why teachers' ratings could predict girls' college enrollment outcomes. Beginning in elementary school, college girls felt teachers were more accessible and provided individualized instruction; whereas teachers did not seem to play an impressionable role for the non-college girls. In high school, college girls evaluated teachers according to the type of instrumental and tangible support they provided to their learning experience and non-college girls evaluated teachers on affective and emotional support qualities. Using a social capital theoretical framework, I interpreted elementary school relationships as the opportunity to establish trust between students and teachers so that in the latter years, student-teacher networks had evolved in effective spaces for exchange of information. I argue that for the non-college girls, the lack of meaningful relationships with teachers in elementary school inhibited the development of effective and instrumental relationships in high school.
520 $a In order to provide context to the girls' schooling experiences, I present an overview of the two different school districts and communities were the sample originated. Some of data suggests that the school districts may have offered different schooling experiences to the girls. Additionally, the comparisons of the two communities illustrate how immigrants arrive to contrasting communities. I propose that further study of the two receiving communities is needed to more fully understand how different community context influenced the schooling experience of Latinas.
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650 4 $a Education, Higher. $3 543175
650 4 $a Women's Studies. $3 1017481
650 4 $a Hispanic American Studies. $3 1017793
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710 2 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 66-07A.
790 $a 0031
791 $a Ph.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181751