Predictors of Academic Achievement for Latino Middle Schoolers

Ruiz, Yvonne

doi:10.1080/10911350902869409

Cited by 13 publications

(9 citation statements)

References 23 publications

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“…As a result, many Hispanic students experience complex relationships with their schools resulting in compromised academic achievement and weakened educational connections (Voight, Hanson, O’Malley, & Adekanye, 2015). According to Ruiz (2009), these issues are often further compounded by the risk factors associated with academic underachievement among Hispanics, including minority status, discriminatory experiences, institutional barriers at school, increased probability of placement in special education and remedial tracks, and limited English language proficiency.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

Garcia‐Reid

Lardier

Reid

et al. 2018

Education and Urban Society

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Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens ( N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5%) and adolescent females (53.5%). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.

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Section: Introductionmentioning

confidence: 99%

Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

Garcia‐Reid

Lardier

Reid

et al. 2018

Education and Urban Society

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“…Between the 2000 and 2010 censuses, the nation saw a 43 per cent increase in the Latino population (Cigarroa, 2013). By 2020, the projection is that one in four children in the USA of school age will be Latino (Maxwell, 2012;Ruiz, 2009). The trend in the Latino population is noteworthy, but it is only part of the story.…”

mentioning

confidence: 99%

“…Though there has been a steady growth in the Latino population, academically, Latino students have not kept pace with their non-Latino peers (Gándara, 2010;Good et al, 2010;Ruiz, 2009), creating what educators call an achievement gap. Chapin (2006) reported that the minority-Caucasian achievement gap is in evidence even prior to students entering kindergarten, and it widens in the later years of schooling.…”

mentioning

confidence: 99%

Does cultural intelligence matter?

Collins

Duyar²,

Pearson³

2016

JME

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Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.

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“…In their report STEM Starts Early 2017 Supportive parental relationships contributed to higher GPA's for students both directly on their own, but also indirectly by fostering greater school attachment (LeCroy and Krysik, 2008). This research was supported by Ruiz (2009) who found that having at least one parent involved with their academic life contributed to a student having greater identification with school which, in turn, contributed to better grades. Furthermore, Ruiz also found that, for Latinx students in particular "school identification and parent involvement in school are protective factors" (p. 419).…”

Section: Support For Interest Achievement and Self-concept Of Abilimentioning

confidence: 95%

Factors promoting early interest and preparation in math and science among underresourced students : differences between those who are interested in and prepared in third grade and those who are not

Supel¹

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and Improvement (2016), "The inequities in STEM education along racial and ethnic, linguistic, cultural, socioeconomic, gender, disability, and geographic lines are especially troubling because of the powerful role a foundational STEM education can play and because the gaps are so pronounced in STEM" (p. 1). So how did one ensure that all students were both interested and prepared in math and science? The conventional wisdom was that such interest and preparation was cultivated in college, as many math and science jobs were dependent on higher education. Research sponsored by organizations such as the National Science Foundation focused on increasing math, science, and engineering college graduates as their primary objective due to the fact that their conception of the relevant workforce was limited to professional scientists and engineers. However, studies such as Tyson, Lee, Borman, and Hanson (2007) revealed that students' conceptions of career possibilities actually developed in high school, before they were even thinking of which particular college to attend. In fact, a student's preconception of what they wanted to do professionally played a role in college decision-making (Bottia, Stearns, Mickelson, Moller, and Parker, 2015). This led to a push for more math and science coursework at the high-school level. According to a 2006 report by the ACT, students who "…have access to high-level and rigorous coursework are more likely to be prepared for and succeed in the STEM fields" (p. 1). These courses were designed to both inspire interest in fields students might not otherwise be exposed to, as well as prepare them academically. But the needle for interest and preparation did not seem to move much despite this infusion of support. shifted. A report by Morrell and Parker (2015) on behalf of a coalition led by the National Alliance for Partnerships in Equity made several important points in this area, including:  46% of current workers in STEM jobs were age 45 or older, pointing to a major employment cliff that would emerge when these workers retire (p.1).  The participation of women in STEM jobs had remained almost unchanged since 2001 (p. 5).  While the percentage of the working population in the U.S. that was African-American or Latinx had increased steadily over the past number of years, their participation in STEM jobs had remained stagnant since about 2008 (p.5).  While scores on the National Assessment of Educational Progress had generally increased for all populations, achievement gaps based on race/ethnicity had remained significant (p. 8). Deficiencies in the evidence. Research associated with young children's interest in, and preparation for math-and science-related fields was very thin. Of the articles reviewed for this study, only about 10% were associated with interest and preparation in elementary school and of those only about one quarter were specifically about math (none were associated with science). The elementary school level articles reviewed covered a range of approaches to understandi...

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Predictors of Academic Achievement for Latino Middle Schoolers

Cited by 13 publications

References 23 publications

Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

Does cultural intelligence matter?

Factors promoting early interest and preparation in math and science among underresourced students : differences between those who are interested in and prepared in third grade and those who are not

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