Academic Engagement and Achievement Among Latina/o and Non-Latina/o Adolescents

Boutakidis, Ioakim; Rodríguez, James L.; Miller, Kari Knutson; Barnett, Mathew

doi:10.1080/15348431.2013.800815

Cited by 10 publications

(8 citation statements)

References 22 publications

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“…Notably, multigroup analyses reveal that math expectancy in early high school has a larger positive effect (about 2.4-2.6 times) on math achievement in late high school for Hispanics than for Whites, Blacks, and Asians. This finding also adds to a growing body of evidence showing that Hispanic students exhibit distinctive cognitive and noncognitive developmental patterns, compared with their non-Hispanic peers (e.g., Boutakidis, Rodríguez, Miller, & Barnett, 2014; Patel, Barrera, Strambler, Muñoz, & Macciomei, 2016).…”

Section: Discussionsupporting

confidence: 60%

Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students

Saw

Chang

2018

Hispanic Journal of Behavioral Sciences

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This study examines the disparities in, changes in, and longitudinal interrelationships among mathematics achievement and motivational factors for Hispanics and their White, Black, and Asian peers throughout high school. Analyzing the nationally representative High School Longitudinal Study of 2009, regression results indicate that Hispanics trail other racial/ ethnic groups in math cognitive and psychosocial factors, except that they outperform their Black counterparts in math standardized assessments. Cross-lagged path analyses further reveal that while math intellectual competencies and expectancy-value beliefs are generally reciprocal over time for all racial/ethnic groups, the estimated effect of initial math expectancy on subsequent math test scores for Hispanics is 2.4 to 2.6 times larger than for non-Hispanics. This finding highlights the distinctive developmental patterns of math achievement and motivational factors for young Hispanic students, which have important implications for research and practice on increasing participation of Hispanics in science, technology, engineering, and mathematics (STEM) education and careers.

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Section: Discussionsupporting

confidence: 60%

Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students

Saw

Chang

2018

Hispanic Journal of Behavioral Sciences

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“…Furthermore, there is agreement within the literature that high academic motivation as well as both academic and behavioral engagement in class are positively related to test scores and grades (e.g., Boutakidis, Rodríguez, Miller, & Barnett, 2014). Moreover, cognitive self-competence is positively correlated with grades (Alva & de Los Reyes, 1999) and self-efficacy is positively related to test scores, grades, and attendance (e.g., Chun & Dickson, 2011; Riconscente, 2014).…”

Section: Resultsmentioning

confidence: 93%

Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Taggart

2018

Hispanic Journal of Behavioral Sciences

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The purpose of this systematic review is to provide a comprehensive synthesis and analysis of the empirical evidence to date on the factors related to Latina/o student academic achievement in the country's increasingly Latina/o K-12 schools. Factors found to be related to academic achievement outcomes (e.g., grades, test scores, high school completion, college enrollment) for Latina/o students include a combination of (1) demographic variables, (2) sociocultural variables, (3) academic experiences, (4) psychological variables, and (5) school/institutional variables. In addition, this research synthesis identified several methodological trends in the research on Latina/o student success.

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“…Seixas and Peck (2004), among others, have noted that a truly student-centered model involves teaching the ability to see and understand the world from a perspective outside our own. For Latino ELLs in particular, Boutakidis, Rodríguez, Miller, and Barnett (2014) noted a significant interaction between academic engagement and grade point average not found for sampled non-Latino students. Latino-serving non-Hispanic teachers tend to be more effective when they have an interest in and/or knowledge of their students’ cultures (Moll & Arnot-Hopffer, 2005).…”

Section: Review Of the Literaturementioning

confidence: 82%

Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Portes¹,

Canche

Boada³

et al. 2017

American Educational Research Journal

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This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from (N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.

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Academic Engagement and Achievement Among Latina/o and Non-Latina/o Adolescents

Cited by 10 publications

References 22 publications

Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students

Cross-Lagged Models of Mathematics Achievement and Motivational Factors Among Hispanic and Non-Hispanic High School Students

Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

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