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Predictors of success: The impact of...

Garcia, Robert.

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Predictors of success: The impact of biliteracy on post secondary education completion.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Predictors of success: The impact of biliteracy on post secondary education completion./
作者:	Garcia, Robert.
面頁冊數:	95 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621829
ISBN:	9781303932366

Predictors of success: The impact of biliteracy on post secondary education completion.
Garcia, Robert.

Predictors of success: The impact of biliteracy on post secondary education completion. - 95 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--University of Colorado at Denver, 2014.

This item must not be sold to any third party vendors.

This study is designed to investigate and understand how biliteracy, bilingualism and monolingualism impacts post-secondary education achievement. Despite the fact that a large body of research exists on this topic in the elementary and secondary arena, there are very few studies that look at the long-term success of students with diverse linguistic backgrounds past high school. This study is vital in a time where a large number of bilingual and biliterate students are now graduating from high school and entering higher education in a climate where multilingualism is still viewed through a deficient-model lens. The study encompasses both a quantitative design using publicly available, longitudinal data and a qualitative approach, which will triangulate data from surveys, face-to-face interviews and artifacts with participants who are either current or former college students to explore linguistic backgrounds and college completion. The results of the quantitative study show that of the 537 biliterate students, 64% earned a college degree, while 62% of the 609 bilingual students and 63% of the 722 monolingual went on to graduate with a post-secondary education degree. To determine the significance of these frequencies, six backwards logistical regressions were calculated and the results showed that when controlling for socio-economic status, ethnicity and gender, biliterate students were significantly more likely to earn a college certificate or degree than their English-dominant bilingual and English speaking monolingual peers. Results from the qualititative study showed that among various themes, biliterate students were more likely to be stronger in mathematics, were more likely to find a source of purposeful determination to attend higher education from their bilingual teachers and are more likely to have a higher value of education bestowed upon them by their bilingual educators.

ISBN: 9781303932366Subjects--Topical Terms:

641065
Higher education.

Predictors of success: The impact of biliteracy on post secondary education completion.
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520 $a This study is designed to investigate and understand how biliteracy, bilingualism and monolingualism impacts post-secondary education achievement. Despite the fact that a large body of research exists on this topic in the elementary and secondary arena, there are very few studies that look at the long-term success of students with diverse linguistic backgrounds past high school. This study is vital in a time where a large number of bilingual and biliterate students are now graduating from high school and entering higher education in a climate where multilingualism is still viewed through a deficient-model lens. The study encompasses both a quantitative design using publicly available, longitudinal data and a qualitative approach, which will triangulate data from surveys, face-to-face interviews and artifacts with participants who are either current or former college students to explore linguistic backgrounds and college completion. The results of the quantitative study show that of the 537 biliterate students, 64% earned a college degree, while 62% of the 609 bilingual students and 63% of the 722 monolingual went on to graduate with a post-secondary education degree. To determine the significance of these frequencies, six backwards logistical regressions were calculated and the results showed that when controlling for socio-economic status, ethnicity and gender, biliterate students were significantly more likely to earn a college certificate or degree than their English-dominant bilingual and English speaking monolingual peers. Results from the qualititative study showed that among various themes, biliterate students were more likely to be stronger in mathematics, were more likely to find a source of purposeful determination to attend higher education from their bilingual teachers and are more likely to have a higher value of education bestowed upon them by their bilingual educators.
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