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Descriptors:
Profiles; Phonetics; Alphabets; Spelling; Kindergarten; Speech Communication; Second Language Learning; Emergent Literacy; Phonological Awareness; English Language Learners; Spanish Speaking; English (Second Language); Second Language Instruction; Multivariate Analysis; Grade 1; Correlation; Hispanic American Students

Abstract:
This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students' individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Majors (Students); Academic Persistence; Science Education; Role of Religion; Teacher Educators; Hispanic American Students; African American Students; Disproportionate Representation; Student Attitudes; Career Choice; Science Careers; Religious Factors; Beliefs; Minority Group Students

Abstract:
This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Hispanic American Students; Grade 11; Grade 12; Ethnic Studies; Hispanic Americans; Mexican Americans; Student Experience; State Legislation; Educational Policy; Social Change

Abstract:
Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as "sitios y lenguas" (decolonizing spaces and discourses; Perez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington, 1998) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldua in "Borderlands/La frontera: The new mestiza," Jossey-Bass, San Francisco 1987) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assistive Technology; Personality Traits; Student Attitudes; Interpersonal Relationship; Altruism; Statistical Analysis; Intimacy; Photography; White Students; Misconceptions; Ethnicity; Gender Differences; Human Body; Biographies; Undergraduate Students; Surveys; Hispanic American Students; Dating (Social); Marriage; Friendship; Attitudes toward Disabilities; Intelligence; Humor; Sexuality; Diseases; Role Playing; Social Attitudes

Abstract:
Student attitudes toward having a relationship with a wheelchair user were explored. Participants initially selected one of six opposite gender head shots and subsequently viewed their selection's whole body photograph in a wheelchair along with reading a short biography. Primarily undergraduate Hispanic and Caucasian students (N = 810) were surveyed regarding their interest in potentially being friends, dating, or marrying a wheelchair user, with 66% indicating they would have no problem dating or marrying a wheelchair user. Chi-square tests of pairwise association, logistical regression, and test of proportional odds revealed significant differences, p = 0.001, between ethnicity, gender, type of relationship, and having had a prior disability relationship. Personal traits of intelligence, humor, kindness, and physical appearance were rated most highly. Those unwilling to date or marry their selection perceived the partner would require too much caregiving, social interaction awkwardness, inability to sexually perform, and the partner being sick often. Counselors can benefit from informing clients about intimacy misconceptions by role-playing and providing clients with insights regarding societal beliefs. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Immigrants; Self Efficacy; Self Concept; Barriers; Hispanic American Students; Acculturation; College Attendance; Resilience (Psychology); Correlation; Gender Differences; Mothers; Educational Attainment; Age Differences; Ethnicity; Measures (Individuals); Middle School Students; High School Students; Regression (Statistics)

Abstract:
Emerging immigrant communities differ from established communities in terms of needs and available resources. Students in these emerging communities may still be acculturating to new contexts and establishing their ethnic identities, which may impact their ability to engage in planning for the future. The current study examines what impact these cultural identity variables, in addition to perceptions of barriers to college entrance, would have on educational aspirations and college-going self-efficacy beliefs of Latino adolescents. Findings from 171 middle- and high school Latino students from immigrant families indicated that public ethnic regard and resilience to barriers were positively associated with college-going self-efficacy, and Anglo orientation had a trend-level effect, while perceived barriers were negatively related to that outcome. Private ethnic regard and person-based barriers were negatively associated with educational aspirations. Generation status, gender, mother's education, and age were control variables. Implications for research and practice are provided, focusing on perceived barriers and self-efficacy beliefs. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; Racial Factors; Ethnicity; Stereotypes; White Students; Racial Differences; Grade 10; African American Students; Hispanic American Students; High School Students; Asian American Students; Surveys; Teacher Attitudes; Student Attitudes; Parent Attitudes; Student Behavior; English Teachers; Mathematics Teachers

Abstract:
Previous research demonstrates that students taught by teachers of the same race and ethnicity receive more positive behavioral evaluations than students taught by teachers of a different race/ethnicity. Many researchers view these findings as evidence that teachers, mainly white teachers, are racially biased due to preferences stemming from racial stereotypes that depict some groups as more academically oriented than others. Most of this research has been based on comparisons of only black and white students and teachers and does not directly test if other nonwhite students fare better when taught by nonwhite teachers. Analyses of Asian, black, Hispanic, and white 10th graders in the 2002 Education Longitudinal Study confirm that the effects of mismatch often depend on the racial/ethnic statuses of both the teacher and the student, controlling for a variety of school and student characteristics. Among students with white teachers, Asian students are usually viewed more positively than white students, while black students are perceived more negatively. White teachers' perceptions of Hispanic students do not typically differ from those of white students. Postestimation comparisons of slopes indicate that Asian students benefit (perceptionwise) from having white teachers, but they reveal surprisingly few instances when black students would benefit (again, perceptionwise) from having more nonwhite teachers. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Discrimination; Racial Bias; Racial Factors; High School Students; Secondary School Teachers; Administrators; Attitude Measures; Cultural Influences; Racial Relations; Educational Environment; Public Schools; African American Students; White Students; Hispanic American Students; Special Education; At Risk Students; College Bound Students; Honors Curriculum

Abstract:
This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a southern high school to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school. (Contains 2 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Trends; College Applicants; Minority Group Students; Graduates; Labor Force Development; Hispanic American Students; Asian American Students; Pacific Islanders; Futures (of Society); Student Recruitment; White Students; African American Students

Abstract:
Over the next decade, more students of color than ever before will pass through the gates of the nation's colleges and join the ranks of its work force, according to new projections by the Western Interstate Commission for Higher Education. By the year 2020, minority students will account for 45 percent of the nation's public high-school graduates, up from 38 percent in 2009. In short, the number of white and black graduates will decline, and the number of Hispanic and Asian-American/Pacific Islander graduates will rise significantly. Those projections appear in the latest edition of "Knocking at the College Door," a regular report on demographic change published by the commission, which is known as Wiche. The updated report includes national, regional, and state-by-state projections for graduates of public and private high schools through 2027-28, revealing the enrollment challenges colleges must adapt to. "Knocking at the College Door" has long been a touchstone for those who recruit students. Rich in data, it portends a future that both inspires and worries enrollment officials, who must chart short- and long-term courses for their institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Groups; Racial Differences; Academic Persistence; White Students; Research Methodology; Comparative Analysis; Research Needs; College Students; African American Students; Hispanic American Students; Asian American Students; Educational Environment; Racial Composition

Abstract:
What explains the persistent gap in college retention between white American college students and those who are members of ethnic minority groups? Some argue that a large part of the answer is campus racial climate: a negative climate disproportionately harms minority students and leads to worse outcomes. Existing theory provides some basis for this expectation. However, we find that empirical support for this claim is weak. Many studies fail to compare findings across racial groups, and the few that do offer at best inconsistent support for the thesis that racial climate helps to explain the retention gap. Furthermore, many studies are plagued with severe methodological problems such as lack of attention to level of analysis and failure to offer rigorous tests of differences across groups. We discuss the implications and offer recommendations for future research. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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