An Exploratory Study of the Academic Engagement and Beliefs of Latino Male High School Students

Autor/in	Torres, Mellie
Titel	An Exploratory Study of the Academic Engagement and Beliefs of Latino Male High School Students
Quelle	In: Race, Ethnicity and Education, 20 (2017) 4, S.546-560 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2015.1121221
Schlagwörter	Hispanic American Students; Males; Student Attitudes; Success; Interviews; Student Surveys; College Students; Correlation; Student Behavior; Cognitive Processes; Beliefs; Social Mobility; Mixed Methods Research; Single Sex Schools; Phenomenology; New York (New York) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Schülerverhalten; Erfolg; Interviewing; Interviewtechnik; Schülerbefragung; Collegestudent; Korrelation; Student behaviour; Cognitive process; Kognitiver Prozess; Belief; Glaube; Soziale Mobilität; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This study provides insights to the school experiences of Latino male students through an exploration of how they describe their beliefs about education and how they engage in school for academic success. Data is drawn from interviews and surveys conducted with Latino males that participated in New York University's Black and Latino Male School Intervention Study (BLMSIS) between 2006 and 2011. The findings revealed a dynamic interplay among how the students "do school" (behavioral engagement), their intellectual involvement (cognitive engagement), and their strong beliefs in the education for social mobility shaped schooling for them. This focus on the experiences of young Latino males seeks to assist researchers, policymakers, and practitioners alike design and implement programs and policies to promote their educational progress and success. (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	2020/1/01