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1.
Jack Hernandez John R. Slate Sheila A. Joyner 《Community College Journal of Research & Practice》2013,37(11):969-985
In this investigation, we examined the numbers and percentages of Hispanic college students enrolled in Texas two-year colleges and the numbers and percentages of Hispanic students who obtained associate degrees from Texas two-year colleges for the 2000 through the 2011 academic years. Hispanic student enrollment and educational attainment increased from 2000 to 2011. Statistically significant increases were revealed in both the numbers of Hispanic students attending Texas community colleges and in the percentages of enrollment comprised of Hispanic students from 2000 to 2011. Also revealed were statistically significant increases in the numbers of Hispanic students obtaining associate degrees and the percentages of Hispanic students obtaining associate degrees from Texas community colleges from 2000 to 2011. Implications of these findings and recommendations for future research are provided. 相似文献
2.
In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self‐efficacy among a sample of 125 Hispanic 1st‐year college students enrolled at a medium‐size, southern Hispanic‐serving institution. Results of a 2‐stage hierarchical multiple regression analysis indicated that emotional intelligence was a significant moderator in the relationship for the students surveyed. Implications for counseling Hispanic 1st‐year college students and directions for future research are suggested. 相似文献
3.
Kieran T. Sullivan Lucila Ramos‐Sánchez Stephanie D. McIver 《Journal of College Counseling》2007,10(2):103-116
The purpose of the current study was to identify predictors of counseling center use among Asian/Pacific Islander, Latino/Hispanic, and White college students. Findings indicated that female and 2nd‐generation students report the most severe difficulties. Problem severity and gender predicted counseling center use for White and Asian/Pacific Islander students, whereas only problem severity predicted use for Latino/Hispanic students. Generational status was not a significant predictor of use for any group. 相似文献
4.
《International Journal of Educational Research》1995,23(1):83-105
High dropout rates of Hispanic students have been documented repeatedly in recent decades. Nationwide, the percentage of 16- to 24-year old Hispanics who are reported as dropouts is almost four times that of nonHispanic Whites, and over twice that of African Americans. The analysis of first- and second-generation Mexican immigrant students presented in the first section of this chapter suggests that these estimates may be inflated and in other ways distorted. The persistence of a number of youths in the face of discouragements is hidden by methods of documentation that generate distorted estimates of dropout rates. In the second section of this chapter, we suggest that it is also hidden by a tendency, common in both documentation and substantive studies, to employ broad classifications that are insensitive to fundamental differences in ethnicity, to the character and conditions of immigration and emigration, and to family and community relationships. In the third section of this chapter, we suggest that the ways we conceptualize schooling careers help blind us to schooling persistence, as we tend to see failure in causal terms (“because of” statements) and success in terms of individual agency (“in order to” statements). In a final section, we consider the rather staggering demands that we face if we hope to reduce our ignorance of immigrant schooling in the many blank and blind spots represented by our few examples. 相似文献
5.
In this investigation, the graduation and persistence rates of Texas community college students by ethnic membership (i.e., White, Black, Hispanic, and Asian) for the 2000, 2004, 2005, 2006, 2007, 2008, 2009, and 2010 academic years were examined. Statistically significant differences were present between the 2000 and the 2010 graduation and persistence rates for all four ethnic groups. Trends were also revealed for the graduation and persistence rates for all ethnic groups between the 2000 and the 2010 academic years. Results were congruent with the results of other researchers concerning differences in the graduation and persistence rates between White students and their Black and Hispanic counterparts. 相似文献
6.
Mary Beth Calhoon Stephanie Al Otaiba Daphne Greenberg Amber King Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. 相似文献
7.
The study was conducted with 115 Hispanic (53 Males, 62 Females) and 119 Anglo (61 males, 58 females) fifth grade students and 12 teachers (11 females, 1 male) in a public school district in the Southwest. The study was designed to determine teachers’ nomination rates of Hispanic and Anglo students to gifted and talented programs and to establish if there were differences in teachers’ ratings on the SRBCSS across ethnicity and gender groups for nominated and not nominated students. Results indicated that ethnicity was a factor in teachers’ nomination rate and that these differences were more pronounced between Hispanic and Anglo females. Results also indicated that teachers’ ratings on the SRBCSS for nominated Hispanic and Anglo students were similar, but that ratings for non‐nominated students differed significantly by ethnic group. 相似文献
8.
Pamela Zoda John R. Slate Julie P. Combs 《Educational Research for Policy and Practice》2011,10(3):171-188
In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student
performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here,
student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small
<400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence
of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years
of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in
very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other
studies. Implications are discussed. 相似文献
9.
Flor R. Calero Christopher Dalley Nicole Fernandez Tania Marie Davenport-Dalley Stephanie L. Tatum 《Journal of Latinos & Education》2014,13(1):33-43
This study examined how Hispanic students’ academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student–teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students’ academic self-concept. Peer relationships was a modifying variable on students’ academic self-concept. 相似文献
10.
Hispanic students are significantly over-represented in community colleges compared to White and Black students. This paper uses a powerful but underutilized statistical technique, the Oaxaca decomposition, to explore the impact of social capital, as manifested through college financial information, on Hispanic student enrollment in 4-year and 2-year programs. Background differences between the groups were found to have only a small effect on the gap in attending 4-year schools, while the effect of differential returns to these background characteristics was strong and significant. The analysis revealed that some variables of college financial information contribute significantly to the gap. 相似文献
11.
Fred P. Büchel Anik de Ribaupierre Ursula Scharnhorst 《European Journal of Psychology of Education - EJPE》1990,5(2):135-158
The present study was intended to test some of the psychometric properties of Feuerstein’s Learning Potential Assessment Device (LPAD), in particular the reliability of the Set Variations II, considered to assess modificability or learning capacity. Thirty 10-year-old children were studied: an experimental group (N=20) submitted to two training sessions with Set Variations II and a control group (N=10). Both groups were administered three times the Standard Progressive Matrices (SPM). The experimenter’s interventions during training were semi-standardized, based on an examination guide, and the helps given were classified in four types. Analyses dealt with the number and type of helps provided as well as with errors during training. Correlations between these indices for the two sessions of training were rather low, indicating weak stability, in particular with respect to the helps provided. Correlations were also computed between the gains in SPM for the three administrations, indicating low stability in amount of progression. Further, it was also noted that the experimental group did not progress more than the control group. Conclusions are drawn with respect to reliability and validity of the Set Variations Test, as well as, on a more theoretical level, with respect to the concept of cognitive modifiability. 相似文献
12.
ABSTRACTIn response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities. 相似文献
13.
Teachers rated the behavior of Hispanic (N = 56), black (N = 56), and Anglo (N = 56) elementary students with the Teacher Checklist of School Behavior. The behavior of Hispanic students was rated less favorably than that of either of the other two groups. The Hispanic students were perceived to avoid peer and teacher interaction to a greater extent than Anglo and black students and to exhibit more physical reaction (absenteeism, physical complaints, clinic requests, etc.) 相似文献
14.
Sunha Kim Mido Chang Kusum Singh Katherine R. Allen 《Journal of Education for Students Placed at Risk》2013,18(4):336-351
This study examined the dropout trajectories of racial and linguistic minority students and explored the effects of students' contextual factors on their high school dropout risks. Our motivation was to identify the dropout patterns of Black, Hispanic, and Hispanic English language learner (ELL) students, who have comparatively high dropout rates, and to suggest ways to promote high school completion. We employed a survival analysis using the National Longitudinal Survey of Youth 1997 (NLSY97) from the U.S. Bureau of Labor Statistics. The results showed that the 3 minority groups displayed significantly higher dropout risks than the White group. The overall pattern of dropout risks increased over time, with the dropout rates of the Black students high in the 1st and 2nd years of high school and the highest dropout rates for Hispanic ELL students in their senior year. A gender difference was found among the students, with male students having higher dropout risks than female students. It was also found that students' positive relationships with their teachers were associated with lower dropout risks. 相似文献
15.
Jennifer Graves 《Economics of Education Review》2011,30(6):1281-1305
Using detailed longitudinal data for the state of California, this paper estimates the effect of year-round school calendars on nationally standardized test performance of traditionally disadvantaged students. The student subgroups studied in this paper are: low socioeconomic status, limited English proficiency, Hispanic and Latino, and African American students. I find significant negative effects of multi-track year-round calendars on academic achievement for all subgroups examined, with only the limited English proficiency student subgroup producing unreliable estimates. Negative and significant results for another type of year-round calendar, single-track, are also found for the full sample of students and low socioeconomic status students. 相似文献
16.
17.
Maria Antonietta Pinto Paolo Iliceto Sergio Melogno 《European Journal of Psychology of Education - EJPE》2012,27(1):35-58
The article presents a study on metalinguistic, cognitive and metacognitive abilities in university students. A sample of
353 students was recruited; 178 of which from scientific and 175 from humanistic Faculties, with gender balance (M = 178;
F = 175) whose age range was between 20 and 25 years old. They were administered a metalinguistic ability test that assesses
metalinguistic awareness at implicit and explicit levels (L and ML scores) and the Raven’s Standard Progressive Matrices 38
(SPM38). In addition to the usual nonverbal administration of the matrices, candidates were asked to justify in written form
the reasons for the solution indicated in each item. Three scores were considered for the SPM38: the ordinary score based
on the number of correct nonverbal solutions (O.S.), a 7-point scale for assessing the argumentation of the correct solutions
(C.ARG.S.) and a 6-point scale for assessing the argumentation of the incorrect solutions (I.ARG.S.). Significant gender and
curriculum effects were found, with males and scientific students dominating at the nonverbal level while females and humanistic
students dominated in the argumentative abilities related to the matrices and in all the scores of the metalinguistic test.
A number of significant correlations were found between all the metalinguistic, cognitive and metacognitive abilities considered,
with a prominent role of the metalinguistic abilities at the explicit level (ML score) that show a clear argumentative structure
very similar to the C.ARG.S. argumentations in the matrices test. 相似文献
18.
Margarita Huerta Rafael Lara-Alecio Fuhui Tong Beverly J. Irby 《International Journal of Science Education》2013,35(11):1849-1870
We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students. 相似文献
19.
The purpose of this 2-year study was to describe how Hispanic students with and without learning disabilities fared academically and socially during the transition from elementary school to middle school. Participants were 14 Hispanic students who were instructed in a sixth-grade consultation/collaboration, inclusive elementary classroom before making the transition to middle school. Examination of social, academic, and student perception data revealed that, on the whole, the students with learning disabilities and those without experienced the transition similarly and fared well during the elementary-to-middle-school transition. 相似文献
20.
This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic
community college students. Early models of student persistence have been validated primarily among 4-year college students.
While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community
college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to
transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized
conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students. 相似文献