Exploring Resilience in Latina/o Academic Outcomes: A Latent Class Approach
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| Title: | Exploring Resilience in Latina/o Academic Outcomes: A Latent Class Approach |
|---|---|
| Language: | English |
| Authors: | Boutin-Martinez, Alma (ORCID |
| Source: | Journal of Education for Students Placed at Risk. 2019 24(2):174-191. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160157 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 12 Higher Education Postsecondary Education |
| Descriptors: | Resilience (Psychology), Hispanic American Students, Outcomes of Education, Multivariate Analysis, High School Students, Correlation, Grade 12, Secondary School Mathematics, Mathematics Instruction, Mathematics Achievement, Dropout Rate, Achievement Gap, Ethnic Groups, Adolescents, Student Attitudes, Parent Participation, Longitudinal Studies, Academic Achievement, College Attendance, Enrollment |
| Assessment and Survey Identifiers: | Education Longitudinal Study of 2002 (NCES) |
| DOI: | 10.1080/10824669.2019.1594817 |
| ISSN: | 1082-4669 |
| Abstract: | The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N = 1610) and assess group differences with respect to gender, SES, immigrant status, student's native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | EJ1215416 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N = 1610) and assess group differences with respect to gender, SES, immigrant status, student's native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice. |
|---|---|
| ISSN: | 1082-4669 |
| DOI: | 10.1080/10824669.2019.1594817 |
