Differences in Home Educational Processes and Academic Achievement among Three Hispanic Groups in the U.S.

Autor/inn/en	Martinez-Pons, Manuel; Zimmerman, Barry J.
Titel	Differences in Home Educational Processes and Academic Achievement among Three Hispanic Groups in the U.S.
Quelle	(1990), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Academic Aspiration; Cubans; Elementary Secondary Education; Fathers; Hispanic American Students; Hispanic Americans; Homework; Individual Differences; Latin Americans; Occupational Aspiration; Parent Aspiration; Parent Child Relationship; Parent Role; Path Analysis; Puerto Ricans + Suchen Sie Ihr Suchwort? Schulleistung; Kubaner; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hausaufgabe; Individueller Unterschied; Latin America; People; Lateinamerika; Bevölkerung; Volk; Berufsneigung; Berufsziel; Elternwille; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Pfadanalyse; Puerto Rican; Puerto-Ricaner
Abstract	This study examines differences in the academic achievement of Puerto Ricans, Cubans, and Central/South Americans, and the relationship of those differences to the time spent on homework, educational-occupational aspirations, and background. The following parental factors are examined: (1) the press for English; (2) the press for independence; (3) the educational-occupational aspiration for their child; (4) the amount of time residing in the United States; and (5) the level of educational attainment. Information was gathered from the interview responses of a sample of 108 Hispanic American 10th-grade students and their parents. A model developed from the 1976 Marjoribanks Social-Environmental theory was tested using path analysis. The following findings are reported: (1) the proposed family environment model accounted for 56 percent of the variance in the students' reading achievement and 59 percent of the variance in the students' mathematics achievement; (2) paternal achievement processes played a larger role than maternal processes; (3) the students' educational-occupational aspirations were related to their achievement and to the amount of time they spent on their homework; (4) Cuban fathers displayed higher levels of press for English, press for independence, and educational-occupational aspirations than Central/South American fathers; and (5) Central/South American fathers displayed higher levels of all family processes than Puerto Rican fathers. Implications for remedial programs are discussed. Four tables of statistical data, four illustrations, and a list of nine references are appended. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01