Educational Barriers for New Latinos in Georgia

Parental Involvement, Parenting Behaviors, and Children's Cognitive Development in Low-Income and Minority Families

“…Head Start parents generally fall into this group. Research indicates that minority children who live in poor, segregated neighborhoods are at risk of academic failure: these risk factors, which are exacerbated by ethnic segregation, include a lack of early socialization and the absence of an educationally stimulating home environment (Bohon, Macpherson, & Atiles, 2005;Darder, 1991;Duncan & Aber, 1997;Massey, Gross, & Eggers, 1991;Van Hook, 2002). For those educationally and socially disadvantaged groups, parental involvement is a form of social capital (Bourdieu, 1986;Coleman, 1988Coleman, , 1992Yan & Lin, 2005).…”

Adjustment of Undergraduate Latino Students at a Southeastern University

“…The top four states in the country in percentage of Latino influx from 1995 to 2000 were (in order) North Carolina, South Carolina, Tennessee, and Georgia (U.S. Census Bureau, 2000). Many of these newcomers were likely to be facing the challenges common to firstgeneration immigrants as they began to interact with school systems and other community structures (Bohon, Macpherson, & Atiles, 2005). The acculturation and adjustment process typically has a steep learning curve, which presents additional difficulties to immigrant students trying to move forward.…”

The roles of life course resources on social work minority students’ educational aspirations

“…Bradley & Corwyn, 2002;Duncan & Magnuson, 2005). Additionally, when race is taken into account, existing evidence attributed low-educational attainment of minority students such as Hispanics, who currently constitute the highest proportion of the American high school dropouts, to family poverty, residential instability, minimal parental involvement and low English proficiency (Bohon, Macpherson, & Atiles, 2005;Crosnoe, 2005;Fuligni, 1997). Thus, contrary to financially well-off children who are likely to enter post-secondary education as part of their predictable life transition, lack of knowledge about college options and financial assistance (e.g.…”

“…Choy, 2001). Despite the fact that many children of Mexican immigrants have working-class parents who must confront inordinate impediments associated with their hectic work schedule, lack of understanding about the American educational system, high prevalence of poverty and low levels of English language proficiency (Bohon et al, 2005;Crosnoe, 2005;Delgado-Gaitan, 1992), Ogbu (2003; posited that immigrants are voluntary minorities who hold high aspirations for upward mobility. Immigrant parents' high-educational aspirations and expectations for their children, for instance, are linked to their children's educational attainment or aspirations (Feliciano, 2005;Goyette & Xie, 1999).…”