Variables Differentiating Mexican-American College and High School Graduates.

Autor/in	Godoy, Charles E.
Institution	California State Dept. of Education, Sacramento.
Titel	Variables Differentiating Mexican-American College and High School Graduates.
Quelle	(1970), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Context; Cultural Differences; Cultural Influences; Educational Attitudes; Educational Problems; Educational Status Comparison; Graduates; Mexican Americans; Social Attitudes; Social Characteristics; Social Environment + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Cultural influence; Kultureinfluss; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Soziokultureller Vergleich; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Hispanoamerikaner; Social attidude; Soziale Einstellung; Gesellschaftsbild; Soziales Umfeld
Abstract	Identifying criteria instrumental in stimulating Mexican Americans to complete high school or college, this report presents interview results with 51 Mexican American college graduates and 51 high school graduates having the same identifying characteristics. Questionnaire data were analyzed by means of the Chi Square Test, the Median Test, and the Binomial Test. The Mexican American college graduate had a strong sense of identity with people of his cultural heritage, was more influenced by individuals outside the home, participated in more group activities, received more support from parents and siblings for his educational goals, was influenced most by the mother, could rely on greater economic resources, was less likely to be Catholic than the high school graduate, was more critical of responses of society and the school system, and felt that home conditions and discrimination were the main reasons for the Mexican American's failure to improve his position in the larger society. Four major recommendations were derived: (1) programs should be developed to restore a strong sense of identity; (2) parental and sibling support for educational goals should be encouraged; (3) sound educational practices should be applied; and (4) programs which recruit Mexican Americans for college and then provide support should be expanded and publicized. An appendix of analysis results is included. (MJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01