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School adjustment among low-income L...

Mindnich, Jessica Dalesandro.

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School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance./
作者:	Mindnich, Jessica Dalesandro.
面頁冊數:	129 p.
附註:	Adviser: Susan D. Holloway.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3306259
ISBN:	9780549529040

School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance.
Mindnich, Jessica Dalesandro.

School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance. - 129 p.

Adviser: Susan D. Holloway.

Thesis (Ph.D.)--University of California, Berkeley, 2007.

The underachievement of Latino students is a persistent and pervasive problem plaguing both researchers and educators alike. And as the number of Latino students continues to rise, there is an increased urgency with which researchers and educators are attempting to address the Latino achievement gap. The present study utilizes the Cultural-Ecological Theory of Minority School Performance articulated by John Ogbu (e.g. 1974) to explore variation in Latino student achievement. More specifically this study builds upon his notion of community forces and explores the ways in which student beliefs in the utility of education and the centrality of the family, perceptions of parental aspirations, student aspirations, students relationships with school personnel, and student academic behavior contribute to a model of Latino student achievement. In addition to utilizing Ogbu's theory of minority school performance, the present study expands upon this theoretical framework by including student gender, generational status, and maternal educational attainment in an effort to more fully explain variation in Latino student achievement. Thus, the resulting model of Latino student achievement presented within the current study included measures of student demographics (gender, generational status, and maternal educational attainment), student beliefs (utility of education, centrality of the family, perceptions of parental aspirations, and student aspirations), student relationships with school personnel, and student academic behavior (time spent on homework).

ISBN: 9780549529040Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance.
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245 1 0 $a School adjustment among low-income Latino adolescents: Building upon Ogbu's cultural-ecological theory of minority school performance.
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500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0852.
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520 $a The underachievement of Latino students is a persistent and pervasive problem plaguing both researchers and educators alike. And as the number of Latino students continues to rise, there is an increased urgency with which researchers and educators are attempting to address the Latino achievement gap. The present study utilizes the Cultural-Ecological Theory of Minority School Performance articulated by John Ogbu (e.g. 1974) to explore variation in Latino student achievement. More specifically this study builds upon his notion of community forces and explores the ways in which student beliefs in the utility of education and the centrality of the family, perceptions of parental aspirations, student aspirations, students relationships with school personnel, and student academic behavior contribute to a model of Latino student achievement. In addition to utilizing Ogbu's theory of minority school performance, the present study expands upon this theoretical framework by including student gender, generational status, and maternal educational attainment in an effort to more fully explain variation in Latino student achievement. Thus, the resulting model of Latino student achievement presented within the current study included measures of student demographics (gender, generational status, and maternal educational attainment), student beliefs (utility of education, centrality of the family, perceptions of parental aspirations, and student aspirations), student relationships with school personnel, and student academic behavior (time spent on homework).
520 $a The model of Latino student achievement put forth within the present study was used to analyze data from 198 low-income, urban Latino ninth graders. Contrary to expectations, results indicated that student background characteristics, including gender, generational status, and maternal education did not contribute to differences in Latino student achievement. A hierarchical regression analysis conducted to test the conceptual model presented within this study yielded a statistically significant model which explained 12% of the variance in Latino student achievement. Students' aspirations for their future educational attainment and student academic behavior (the amount of time students reportedly spent on homework) significantly contributed to the overall model. This finding lends support to Ogbu's (e.g. Ogbu & Simons, 1998) claim that students who are academically successful employ educational strategies that couple high aspirations and strong verbal endorsements of education with adaptive behavioral strategies that yield positive results within educational settings.
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