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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 0000-0003-0407-7227), Mireles-Rios, Rebeca (ORCID 0000-0002-3735-7674), Nylund-Gibson, Karen (ORCID 0000-0003-3499-1052), Simon, Odelia (ORCID 0000-0002-0956-6807)
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
FullText Text:
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  Data: Exploring Resilience in Latina/o Academic Outcomes: A Latent Class Approach
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  Data: <searchLink fieldCode="AR" term="%22Boutin-Martinez%2C+Alma%22">Boutin-Martinez, Alma</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0407-7227">0000-0003-0407-7227</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3735-7674">0000-0002-3735-7674</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nylund-Gibson%2C+Karen%22">Nylund-Gibson, Karen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3499-1052">0000-0003-3499-1052</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simon%2C+Odelia%22">Simon, Odelia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0956-6807">0000-0002-0956-6807</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Students+Placed+at+Risk%22"><i>Journal of Education for Students Placed at Risk</i></searchLink>. 2019 24(2):174-191.
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  Data: 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
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  Data: Institute of Education Sciences (ED)
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  Data: R305A160157
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Rate%22">Dropout Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Attendance%22">College Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink>
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  Data: 10.1080/10824669.2019.1594817
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  Data: 1082-4669
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  Label: Abstract
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  Data: 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.
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  Data: 2019
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  Data: EJ1215416
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RecordInfo BibRecord:
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        Value: 10.1080/10824669.2019.1594817
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 174
    Subjects:
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Multivariate Analysis
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Dropout Rate
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: Ethnic Groups
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      – SubjectFull: Adolescents
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Education Longitudinal Study of 2002 (NCES)
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      – TitleFull: Exploring Resilience in Latina/o Academic Outcomes: A Latent Class Approach
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