scholarly journals ACADEMIC ACHIEVEMENT AMONG IMMIGRANT AND U.S.-BORN LATINO ADOLESCENTS: ASSOCIATIONS WITH CULTURAL, FAMILY, AND ACCULTURATION FACTORS

2014 ◽  
Vol 42 (6) ◽  
pp. 735-747 ◽  
Author(s):  
Catherine DeCarlo Santiago ◽  
Omar G. Gudiño ◽  
Shilpa Baweja ◽  
Erum Nadeem
Keyword(s):  
Academic Achievement ◽  
Latino Adolescents ◽  
Acculturation Factors

Neighborhood, Parenting, and Adolescent Factors and Academic Achievement in Latino Adolescents From Immigrant Families

2008 ◽  
Vol 57 (5) ◽  
pp. 579-590 ◽  
Author(s):  
Carolyn S. Henry ◽  
Michael J. Merten ◽  
Scott W. Plunkett ◽  
Tovah Sands
Keyword(s):  
Academic Achievement ◽  
Immigrant Families ◽  
Latino Adolescents

How Do My Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement

2015 ◽  
Vol 45 (6) ◽  
pp. 1110-1125 ◽  
Author(s):  
Melissa Y. Delgado ◽  
Andrea Vest Ettekal ◽  
Sandra D. Simpkins ◽  
David R. Schaefer
Keyword(s):  
Academic Achievement ◽  
School Belonging ◽  
Latino Adolescents

Examining the Academic Achievement of Latino Adolescents

2014 ◽  
Vol 35 (2) ◽  
pp. 141-161 ◽  
Author(s):  
DeMarquis Hayes ◽  
Jamilia J. Blake ◽  
Alicia Darensbourg ◽  
Linda G. Castillo
Keyword(s):  
Academic Achievement ◽  
Latino Adolescents

The Impact of Parents and Teachers on Externalizing Behavior Among Latino/a Adolescents via Academic Achievement: Combining the Mental Health and Educational Perspectives

2020 ◽  
Vol 28 (3) ◽  
pp. 290-299
Author(s):  
Sergio B. Pereyra ◽  
Roy A. Bean ◽  
Julio G. Ruiz ◽  
Belén Velasco
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Externalizing Behavior ◽  
Parental Monitoring ◽  
Externalizing Behaviors ◽  
Developmental Theory ◽  
Latino Adolescents ◽  
Equation Modeling ◽  
Maternal Support ◽  
The Impact

Given the Latino adolescents’ heightened risk of externalizing behaviors and academic disparities experienced by Latino adolescents, this study unifies the mental health and educational perspectives to better understand factors that impact the externalizing behavior among them. Eco-developmental theory was used to conceptualize the link between parenting factors, academic factors, and externalizing behavior. Structural equation modeling was used to analyze the effects of parental support, parental monitoring knowledge, and the adolescent–teacher relationship on externalizing behavior through academic achievement (mediator), in a pool of 508 Latino adolescents from the West Texas area. Findings show that maternal support, the adolescent–teacher relationship, and academic achievement to be negatively related to externalizing behavior. In addition, maternal support and the adolescent–teacher relationship were positively associated with academic achievement. Finally, the results demonstrated academic achievement as a mediating factor in the inverse relationship between adolescent–teacher relationship and externalizing behaviors. Implications are further discussed.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Stereotype Internalization, Math Perceptions, and Occupational Choices of Women With Counter-Stereotypical University Majors

2007 ◽  
Vol 66 (3) ◽  
pp. 169-178 ◽  
Author(s):  
Virginie Bonnot ◽  
Jean-Claude Croizet
Keyword(s):  
Academic Achievement ◽  
Negative Impact ◽  
Self Concept ◽  
Occupational Choices ◽  
Men And Women ◽  
Performance Expectancies ◽  
Subjective Value ◽  
Stereotype Endorsement

Based on Eccles’ (1987) model of academic achievement-related decisions, we tested whether women, who are engaged in mathematical fields at university, have internalized, to some extent, the stereotype about women’s inferiority in math. The results indicate that men and women do not assess their ability self-concept, subjective value of math, or performance expectancies differently. However, women’s degree of stereotype endorsement has a negative impact on their ability self-concept and their performance expectancies, but does not affect their value of the math domain. Moreover, members of both genders envisage stereotypical careers after university graduation.

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