Educational Access and Achievement Among Vulnerable Populations of Ethnic Minorities
Diamond Bravo, Award Recipient, Shanting Chen, Su Yeong Kim, Yang Hou, Andrew Behnke, Aysha Bodenhamer, J. Claire Cook, Denise Bates, Laura Clark, Ida Fadzillah, James Chaney; Facilitator: Farrell Webb
- Ethnic Minorities
About the Session
- 143-01 - MC ADOO DISSERTATION AWARD PAPER: A Cultural Perspective of Achievement Motivation Among Mexican-origin Adolescent Mothers
By Diamond Bravo, Award Recipient
- 143-02 - Discrimination, Language Brokering Efficacy, and Academic Competence
By Shanting Chen, Su Yeong Kim, Yang Hou
- 143-03 - The Impact of the Juntos Program: A Multimethod Evaluation
By Andrew Behnke, Aysha Bodenhamer
- 143-04 - Foreign-born youths pursuit of higher education: The role of parental influence in overcoming challenges and maximizing existing supports
By J. Claire Cook, Denise Bates, Laura Clark, Ida Fadzillah, James Chaney
Facilitator: Farrell Webb
MC ADOO DISSERTATION AWARD PAPER: A Cultural Perspective of Achievement Motivation Among Mexican-origin Adolescent Mothers
Discrimination, Language Brokering Efficacy, and Academic Competence
The primary aim of this study is to examine how language brokering efficacy operates to mediate the relation between adolescents' perceived discrimination and adolescent academic competency among a sample of Mexican American language brokers (n=604). Results demonstrate that adolescents' perceived discrimination was negatively associated with their sense of efficacy when brokering for fathers and mothers; then sense of efficacy when brokering for fathers (but not mothers) was positively related to academic competency. Implications for reducing negative impact of discrimination on adolescents' developmental outcomes are discussed.
1. To examine the link between perceived discrimination and adolescent language brokering efficacy using longitudinal data of Mexican American language brokers 2. To assess whether language brokering efficacy mediates the relation between adolescent’s perceived discrimination and adolescent academic competency 3. To assess whether the mediation model varies across language brokering for fathers and mothers separately
The Impact of the Juntos Program: A Multimethod Evaluation
Latinx youth dropout at higher rates than any other ethnic group. In 2007, the Juntos Program was developed to reduce this problem. This study of 523 Latinx youth and 216 parents in the Juntos Program uses mixed methods to understand the social and academic impact of the Juntos Program on Latinx students and their families. Ripple maps and focus group transcripts demonstrate what factors were most salient for parents and youth in the program. Additionally, surveys and school academic data were used to test a Structural Equation Model of the impact of parent engagement on youth's academic outcomes.
-Provide learners with an understanding of the diverse familial and extrafamilial factors impacting Latins student academic success -Provide learners an example of a true multimethod study used to evaluate a up and coming program for Latinx families. -Increase participants understanding of the implications this study can have on schools and other similar program seeking to make a difference in the lives of Latinx families.
Foreign-born youths pursuit of higher education: The role of parental influence in overcoming challenges and maximizing existing supports
Americans are currently more racially and ethnically diverse than at any other point in history. Pervasive inequalities often exist for members of racial and ethnic minority groups when pursuing post-secondary degrees; differences are exacerbated among foreign-born individuals, who report additional barriers to post-secondary education. The current study utilized qualitative interviews to examine youths’ and parents’ beliefs regarding existing challenges and supports for attaining higher education. Preliminary analyses suggest foreign-born youth face significant challenges, even while experiencing family support for pursuing post-secondary education. Additional, parents’ perceived ability to support children in this task varied greatly by parents’ level of education.
To analyze challenges facing foreign-born youth pursuing higher education. To evaluate foreign-born youths' supports for pursing higher education. To demonstrate parents' influence on foreign-born youths' pursuit of higher education.