Hispanic Acculturation in a Predominately Black High School: Application of an Adapted Model

Autor/inn/en	Hughes, Carolyn; Hollander, Matthew J.; Martinez, Amber W.
Titel	Hispanic Acculturation in a Predominately Black High School: Application of an Adapted Model
Quelle	In: Hispanic Journal of Behavioral Sciences, 31 (2009) 1, S.32-56 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986308329031
Schlagwörter	African American Culture; Federal Legislation; Acculturation; Educational Experience; Cultural Influences; Hispanic American Students; African American Students; High School Students; Urban Schools; Low Achievement; Gender Differences; Poverty; Social Influences; Racial Identification + Suchen Sie Ihr Suchwort? Bundesrecht; Akkulturation; Bildungserfahrung; Cultural influence; Kultureinfluss; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; High school; High schools; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterdurchschnittliche Leistung; Geschlechterkonflikt; Armut; Sozialer Einfluss
Abstract	The authors applied an adaptation of prior models of acculturation to all 16 Hispanic students attending a predominately Black, high-poverty, urban high school (n = 1,267 students) identified by No Child Left Behind standards as failing. No published study to date has investigated Hispanic acculturation within such a setting. Findings reveal that students were identified across all four acculturation modes of the model and that only half (n = 8) of students demonstrated substantial affiliation with a dominant U.S. culture. Of these, five students identified more strongly with the dominant Black culture of the school versus the prevailing White U.S. culture. Findings are discussed with respect to future research and practice designed to improve educational experiences for Hispanic youth. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10