An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students

Autor/inn/en	Ramos Salazar, Leslie; Diego-Medrano, Elsa; García, Nancy; Castillo, Yvette
Titel	An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement among Second-Generation Immigrant Students
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1660-1675 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramos Salazar, Leslie) ORCID (Diego-Medrano, Elsa) ORCID (García, Nancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2030288
Schlagwörter	Family Relationship; Self Esteem; Bilingualism; Reading Achievement; Minority Group Students; Immigrants; Middle School Students; High School Students; Cultural Differences; Hispanic American Students; Cultural Influences; Family Influence; California; Florida + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Bilingualismus; Leseleistung; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Kultureller Unterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Cultural influence; Kultureinfluss; Kalifornien
Abstract	Second-generation Latinx immigrant students in middle school and high school may experience language and reading barriers in education resulting from their cultural upbringing. This study examined the language and reading scores of 2,107 bilingual dominant second-generation Latinx youth participants enrolled in 8th and 9th grade in the states of California and Florida. Results showed that bilingual dominance in English and Spanish is positively related to reading achievement scores, even when controlling for demographic variables. This study also found evidence that family cohesion and self-esteem mediated the relationship between bilingual dominance and reading achievement scores. This study provides insight into future research on the reading achievement of second-generation Latinx immigrant students. Implications for school administrators and educators regarding reading and language achievement for second-generation immigrant students will be shared with recommendations. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01