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Latino Students (latino + student)

Distribution by Scientific Domains
Humanities and Social Sciences57%

Selected Abstracts

Protective factors related to antisocial behavior trajectories

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2002
Gale M. Morrison
A group of 115 fifth- and sixth-grade Latino students were surveyed at the beginning and the end of the school year before their transition to middle or junior-high school about their engagement in antisocial behaviors and about individual, social, and behavioral protective factors. The best predictors of decreases in antisocial behavior for these students, above and beyond variance for initial ratings and gender, were student perceptions of social support, parent supervision, and classroom participation. The importance of keeping students engaged in school academic work as a protection against antisocial behavior is emphasized as well as the need to help students gain skills necessary to access support for this academic work. © 2002 Wiley Periodicals, Inc. J Clin Psychol 58: 277,290, 2002. [source]

Multilevel governance and organizational performance: Investigating the political-bureaucratic labyrinth

JOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2004
Kenneth J. Meier
Research on governance has extensively explored the complex interactions of governmental, nongovernmental, and for-profit entities in the execution of public policy. It has consistently failed, however, to model empirically the joint effects of political and bureaucratic actors in governance systems. To address this issue, a theory of multilevel governance built upon the foundation of representative bureaucracy was developed and tested. Results from an analysis of Texas school districts suggest that Latinos at all levels of the governance system, political and managerial, influence representation at other levels. Findings also indicate that Latinos at each level of governance have positive effects, directly and indirectly, on outcomes for Latino students. The influence of both political and managerial actors at times extends beyond the immediately adjoining level; the effects of such actors cascade through the governance system. The results show that a priority for systematic research should be the identification of approaches and settings for examining the multilevel aspect of governance. © 2004 by the Association for Public Policy Analysis and Management. [source]

California community colleges: Help or hindrance to Latinos in the higher education pipeline?

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 133 2006
Jorge Chapa
This chapter examines the flow of Latino students through the California Community College system. [source]

School belonging among low-income urban youth with disabilities: Testing a theoretical model

PSYCHOLOGY IN THE SCHOOLS, Issue 5 2008
Susan D. McMahon
Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at-risk youth with disabilities. This study examines baseline survey data from 136 low-income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self-efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school-based interventions that can enhance student success and well-being. © 2008 Wiley Periodicals, Inc. [source]

Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language "Strand" Program

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2010
Deborah Palmer
Dual-language education is often lauded for providing high-caliber bilingual instruction in an integrated classroom. This is complicated, however, when a dual-language program does not include all members of a school community. This article examines a "strand" dual-language program that attracts middle-class white students to a predominantly black and Latino community; yet, only some Latino students and almost no black students are included in the dual-language program. Although rarely directly discussing race, teachers and parents simultaneously commend the program for bringing diversity and enrichment to the campus, and accuse it of exacerbating inequities in the educational experiences of different children at the school. Taking a critical race perspective, and in particular using the principle of "interest convergence" and the frames of "color-blind racism" (Eduardo Bonilla-Silva 2006), this article works to uncover the forces underlying these tensions.,[two-way immersion, dual-language education, African Americans, critical race theory] [source]

Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2009
Lilia D. Monzó
This article describes passing for English fluent among Latino immigrant children. A two-year ethnography of eight Latino immigrant families was conducted in which fifth-grade children were followed in home, school, and community contexts. This article presents passing as a consequence of U.S. race relations. Their reasons for presenting themselves as English fluent suggest a sophisticated awareness of the power and status of English in this country and a clear link between language and identity.,[bilingualism, English language learners, Latino students, identity] [source]

Parental Strategies in Contrasting Cultural Settings: Families in México and "El Norte"

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2002
Associate Professor Leslie ReeseArticle first published online: 8 JAN 200
A "culturally relevant pedagogy" has been recommended to enhance the achievement of Latino students in American schools. In practice, this pedagogy is often based on a view of the home culture as static and in conflict with mainstream culture. The present study compares the child-rearing practices and values of Mexican immigrants raising their children in the United States with those of their siblings who are raising children in Mexico. The study contributes to the theories of culture, documenting the dynamic nature of cultural practices on both sides of the border and examining the implications of cultural change of different types for practice in language minority education. [source]