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Hispanic Students (hispanic + student)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	40%

Selected Abstracts

Explaining race, poverty, and gender disparities in advanced course-taking

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 4 2009
Dylan Conger
We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black and Hispanic students, these disparities are eliminated when we condition on observable pre,high school characteristics. In fact, black and Hispanic students are more likely than observably similar white students to take advanced courses. Controlling for students' pre,high school characteristics substantially reduces poverty gaps, modestly reduces Asian,white gaps, and makes little dent in female,male gaps. Black and Hispanic students attend high schools that increase their likelihood of taking advanced courses relative to observably similar white students; this advantage is largely driven by minorities disproportionately attending magnet schools. Finally, recent federal and state efforts aimed at increasing access to advanced courses to poor and minority students appear to have succeeded in raising the share of students who take advanced courses from 2003 to 2006. However, secular trends (or spillovers of the policies to non-poor, non-minority students) have spurred faster growth for other students, contributing to widening demographic gaps in these years. © 2009 by the Association for Public Policy Analysis and Management. [source]

An Exploration Into the Internal Dynamics of a School-Based Mental Health Collaboration

JOURNAL OF SCHOOL HEALTH, Issue 5 2006
Kenneth Wm.
School-based collaboratives are one delivery model that satisfies this expanding role. Lacking in the research on this emerging setting, particularly in the realm of mental health, is information that gives insight into the interactions that occur between collaborative partners who may have opposing aims. This study explores 2 outcome measures, timeliness of implementation of the treatment plan and parental satisfaction with the treatment plan and the influence of the professional view of collaborative partners on these outcomes. Archival data were collected from patient charts on 101 Hispanic students, 73.3% of who were male and the sample mean age was 11.3 years. These data were analyzed using multiple regression techniques. Results revealed that time to implementation was impacted by the diagnosis alignment of participating partners, a proxy for professional view, as was parental satisfaction. Satisfaction was not influenced by timeliness, indicating alternative outcome desires. (J Sch Health. 2006;76(5):164-168) [source]

Do Higher Real Minimum Wages Lead to More High School Dropouts?

AMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 2 2009
Evidence from Maryland Across Races
We explore whether higher levels of the real minimum wage have differing effects on high school dropout rates across students of various races and ethnicities (whites, African Americans, Hispanics, and Asians). Using a panel of data across Maryland counties and annual observations in 1993,2004, we found higher real minimum wages to be associated with higher dropout rates for Hispanic students, but not for other races and ethnicities. We used a variety of model specifications and explanatory variables, including real income, the unemployment rate, teen pregnancy rates, and educational attainment among adults. Several of our findings are broadly consistent with commonly reported sociological observations regarding how behavioral choices may be affected by different levels across races and ethnicities of cultural integration of recent immigrants, family cohesiveness, the value placed on education, small business ownership, and hourly (vs. salaried) employment. [source]

Social identity salience: Effects on identity-based brand choices of Hispanic consumers

PSYCHOLOGY & MARKETING, Issue 3 2010
Veena Chattaraman
The purpose of this study was to examine the combinatorial effects of enduring and momentary mechanisms of cultural identity salience on identity-based apparel brand choices of three Hispanic acculturation segments (Hispanic-dominant, mainstream-dominant, and balanced-bicultural). The hypotheses were empirically tested among Hispanic students at a midwestern university in the U.S. employing a two-session online experiment. Results revealed that the influence of cultural primes (momentary salience of the cultural identity) on subsequent brand choices of Hispanic consumers is moderated by their bidimensional acculturation (enduring salience of the cultural identity). As posited, the current study found that the same cultural primes had differential effects among the three Hispanic acculturation segments, with the largest effect size among the balanced-bicultural segment. Specifically, the results indicated that Hispanic-dominant and mainstream-dominant consumers were less responsive to cultural cues in the environment and were less likely to demonstrate significant preference shifts in response to cultural primes. However, balanced-bicultural consumers demonstrated significant shifts in their attitudes and purchase intent for Hispanic and mainstream apparel brands when exposed to cultural primes, such that their brand choices assimilated toward the primed identity. Results are discussed in the context of social identity theory, the self-stereotyping process, cultural frame shifting, and the bidimensional acculturation model. © 2010 Wiley Periodicals, Inc. [source]

Children's Weight and Academic Performance in Elementary School: Cause for Concern?

ANALYSES OF SOCIAL ISSUES & PUBLIC POLICY, Issue 1 2009
David Clark
In this study, the authors examined the relationship of 9,471 elementary students' grades in five subject areas (math, reading, language, science, and social studies), their conduct grades, and their scores on the Texas Assessment of Knowledge & Skills (TAKS) Reading, Math, Writing, and Science measures for the 2006,2007 school year as a function of their weight status in two ways: (1) Obese versus Nonobese and (2) Obese, Overweight, Healthy Weight, and Underweight. Obese children had statistically significantly lower course grades in all areas, as well as poorer conduct grades, than nonobese children. Similar results were present for the four TAKS measures. Comparisons of these measures by the four weight categories indicated the presence of trends such that as students' weight increased from one category to the next, their school grades and standardized test scores decreased. Partial correlation analyses, in which the effects of economic disadvantage and conduct grades were controlled, revealed that obesity was related with teacher-assigned grades and with TAKS scores. Interestingly, within ethnic groups, differences were present between obese and nonobese students only for White students and Hispanic students. The implications of these findings, as well as suggestions for further research, are discussed. [source]