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EJ984545 - Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

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ERIC #:	EJ984545
Title:	Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students
Authors:	Becerra, David
Descriptors:	Academic Achievement; Learning Problems; Social Work; White Students; Elementary Secondary Education; Hispanic American Students; Barriers; National Surveys; Educational Attitudes; Student Attitudes; Family Income; Acculturation; Language Proficiency; English (Second Language); Second Language Learning; Educational Attainment; Parent Aspiration; Achievement Gap; Behavior Problems
Source:	Children & Schools, v34 n3 p167-177 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Date:	2012-07-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and October 15, 2003, to study respondents' attitudes toward education. Results indicated that higher levels of income, education, and linguistic acculturation were associated with the perception of barriers in education for Latino students. Although six potential barriers were explored, the barriers identified by the participants as reasons why Latino students do not perform as well as white students were that "Schools are too quick to label Latino students as having behavior/learning problems"; "White teachers don't understand Latino culture"; and "Latino parents neglect to push their kids to work hard." Implications for school social work practice are discussed.
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1532-8759
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1093/cs/cds001

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