Popularity versus respect: school structure, peer groups and Latino academic achievement

Flores-González, Nilda

doi:10.1080/09518390500224945

Cited by 40 publications

(23 citation statements)

References 24 publications

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“…Assibey-Mensah (1997), for example, argued that minority male youth may not readily identify with these academic figures because they have learned to identify with representations that are unrelated to achievement (i.e., identifying with popular athletes or entertainers) or that contrast achievement (i.e., achieving in school is not "a Latino male thing to do"). Ogbu and Simons (1998) presented a similar argument in their theory of oppositional culture (Flores-Gonzalez, 2005;Fordham, 1996;Fordham & Ogbu, 1986;Ogbu, 1987Ogbu, , 1991Ogbu, , 2003 and claimed that ethnic minorities can develop an identity or culture that opposes school achievement because it reflects White American culture.…”

Section: Explaining Latino Male Student Underperformancementioning

confidence: 84%

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Covarrubias

Stone

2014

Journal of Latinos and Education

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We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to achievement for Latina and White male and female students. Study 2 used a high school sample (N = 174) and observed math performance. Analyses revealed that, again, self-monitoring was positively related to achievement for Latino male students but unrelated to achievement for Latinas. These findings demonstrate the unique effects of self-monitoring on Latino male student achievement.

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Section: Explaining Latino Male Student Underperformancementioning

confidence: 84%

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Covarrubias

Stone

2014

Journal of Latinos and Education

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“…According to this alternative view, many institutional practices may affect the academic engagement and achievement of Black/Hispanic minority students (e.g., Flores-Gonzalez, 2005). We highlight three such factors.…”

Section: Institutional Practicementioning

confidence: 96%

Learning in a Cross-Cultural Perspective

Zhang

Sternberg

2010

International Encyclopedia of Education

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“…Other studies of within-race peer-group segregation have found that school organization influences friendship formation. For example, Levinson (1998), in studying a Mexican secondary school, identified how school practices led students to feel connected to an academically and socioeconomically diverse group, while Flores-Gonzalez (2005) showed how academic tracking and use of school space in an inner-city high school created segregated groups-the ''school kids'' and the ''street kids. ''…”

Section: School Organizational Effects On Integrationmentioning

confidence: 99%

“…Being a part of sports teams helped make them more known at school, and increased visibility, especially through athletics, usually increases a student's popularity (Eder 1985;Flores-Gonzalez 2005;Kinney 1993). An 11th-grade African American male explained how sports helped him make friends by saying, I got to know a lot of kids through sports.…”

Section: Socially Integrating Into the Schoolmentioning

confidence: 99%

Only Here for the Day

Holland

2012

Sociol Educ

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This study uses qualitative data to investigate the process of social integration for minority students at a majority white high school and identifies significant gender differences in this process. At this school, integration is the result of processes that occur at two different levels of interaction. On the interpersonal level, African American and Latino/a males and females engage in very different integration strategies. Males are able to gain social status at the school through their participation in athletics and their physical embodiment of the urban ''hip-hop star'' and also by engaging in strategies to play down negative stereotypes. In contrast, females do not have access to similar avenues for social status and do not engage in such strategies. The organization of the school contributes to these gender differences by facilitating interracial contact for the males under ideal conditions, while providing the females with less opportunity for contact. This study has implications for future work on integrated schools and points to the understudied importance of gender and its relation to organizational context in studies of race relations.

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Popularity versus respect: school structure, peer groups and Latino academic achievement

Cited by 40 publications

References 24 publications

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

Learning in a Cross-Cultural Perspective

Only Here for the Day

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