Dissertations / Theses: 'High school students Latin Americans'

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Quintero, Nayeli. "A life skills program to prepare Latino high school students for college and professional careers| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523288.

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The purpose of this project was to write a grant proposal to develop and fund a Life Skills Program to educate Latino students regarding the college application process and professional careers to pursue a higher education. An extensive literature review was conducted to understand the needs of Latino students and interventions that can effectively assist them to improve their higher education enrollment. The S. Mark Taper Foundation was selected as the funder for this program.

The proposed program would be offered through Santa Fe High School, located in the city of Santa Fe Springs, California. If funded, the program will provide Latino students with the skills and information necessary to pursue a higher education, to be competitive in the workforce and have a prosperous life. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project.

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Cortes, Orizbeth. "Preparing Latino immigrant students for high school graduation and college enrollment| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585803.

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The purpose of this project was to locate a potential funding source and write a grant proposal for a program designed to prepare Latino immigrant youth for high school graduation and college readiness through education, mentoring, and parental involvement. The proposed program was designed to be implemented at Estancia High School located in Costa Mesa, California. The program will provide students and their families with an opportunity to gain knowledge and skills needed to navigate high school and postsecondary education. This will be accomplished through participation in educational workshops, mentoring sessions, college tours, and financial aid advising. If funded, the program will address many of the educational needs of Latino immigrant students who often encounter multiple barriers that may put them at greater risk for truancy, school dropout, low-wage jobs, and risky behaviors. Actual submission for funding was not required for successful completion of this project.

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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.

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Castro, Olivo Sara Maria. "The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349111&sid=4&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

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Houtchens, Bobbi Ciriza. "Using our present realities to shape our futures: Literacy development of Latino students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1974.

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Jensen, Michelle Kirstina. "School engagement in Latino high school students : ecological factors and academic outcomes /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102169.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 87-99). Also available for download via the World Wide Web; free to University of Oregon users.

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Mena, Jasmine A. "Parental involvement as predictor of 9th grade Latino students' intention to complete high school mediated by student school beliefs after a one year follow-up /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3298372.

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Salgado, Susana Ortiz. "Influence of feminist orientation & family connectedness on adolescent Latino/a students' career aspirations /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404354681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 199-212). Also available for download via the World Wide Web; free to University of Oregon users.

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Misa, Christina Marie. "Marginalized multiplicities : the journeys of Chicana/Latina lesbian and bisexual high school students /." Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3250294.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0425. Adviser: Laurence Parker. Includes bibliographical references (leaves 149-158) Available on microfilm from Pro Quest Information and Learning.

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Poza-Juncal, Inés Victoria. "Predicting dropout among inner-city Latino youth using psychological indices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Moore, Kashara S. "The relationship between educational achievement and educational aspirations for Latino middle and high school students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708289.

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Almost one-third of the students attending public high schools in the United States dropout of school each year with Hispanic students being a significant percentage of the students failing to graduate. While, this is a national problem, there is a variation in the rates in which specific ethnic/racial groups are dropping out of school with Hispanics (36.5%) dropping out at a higher rate than Asian (8.6%) and White (19%) students. This study analyzes the group difference between Latino students' educational aspirations and academic achievement during eighth and 10^th grade, as well as gender difference in aspiration level.

The findings of this study assessing the relationship of educational aspirations and academic achievement of Latino students who are participants of GEAR UP yielded varying results. The educational aspirations of the GEAR UP Latino students during eighth and 10^th grade showed a growth in the variable over time. Further, the educational aspirations and the academic achievement of the student participants produced relationships of significance during the students' eighth grade year, but not during their 10^th grade year. It was found during eighth grade, participants with educational aspirations of a bachelor's or master's degree had better academic outcomes, based on California Standard Test (CST) performance, than student participants with higher educational aspirations of a professional degree (i.e., medical, law). This was not the case for 10^th grade findings, which yielded non-significant results between academic achievement and educational aspiration after the transition to high school. Next, when analyzing aspiration level based on gender, there was no significant relationship, which may be attributed to the programming of GEAR UP. Lastly, a regression analysis to assess the predictability of 10^th grade GPA was reviewed using the independent variables eighth grade GPA, CST performance, and educational aspiration. The analysis showed eighth grade GPA had the strongest relationship to 10^th GPA.

These findings suggest there are factors beyond educational aspirations contributing to student persistence and academic achievement in high school, with eighth grade GPA having the strongest relationship to 10^th grade GPA. Based on this, the perception students have about their possible education attainment level may be developed based upon educational experiences from middle school. Therefore, student's relationships, self-efficacy beliefs, and academic performance in this period of the educational pipeline are critical for educational attainment levels beyond high school.

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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12." NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.

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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.

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Pallotta, Robert. "Factors contributing to African Americans graduating high school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1509.

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Gonzalez, Cornelio. "Incorporation of Mexican immigrant high school students in the United States." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3032402.

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Rierson, Stacy Leigh. ""I was born here but I'm not an American" understanding the U.S. history curriculum through the eyes of Latino students /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148330036.

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Ng, Alan. "The cultural impact of teaching Sunday school to Chinese-American high school students." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Xiong, Youa. "Where they are now the second follow-up study of the 1992 college-bound Hmong graduates /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998xiongy.pdf.

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Pérez, Claudia María Lara. "Capturing the stories of non-college preparatory Latina/o high school graduates reclaiming their stake in education and their dreams /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273093971&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Cavazos, Jose Marcelo. "The instructional leadership of high school principals in successful Hispanic majority high schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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CARAVEO, LIBARDO EDUARDO. "CAREER MATURITY OF MEXICAN-AMERICAN AND ANGLO-AMERICAN HIGH SCHOOL STUDENTS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188179.

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The purpose of this study was to examine the influence of demographic variables on the career maturity of high school students. The study intended to determine the influence of race and socioeconomic status on career maturity. Multiple intercorrelations and regressions among the dependent variable, Career Maturity Inventory Scores (CMI), and the independent variables of socio-economic status, students' career aspirations, students' career expectations, students' post-high school plans, parents' career expectations, parents' career aspirations, parents' post-high school plans, and race were computed. Regression weights for each independent variable were also computed. The Career Maturity Inventory (CMI) and a Demographic Information Inventory (DII) were administered to two hundred and eighty high school students enrolled in a high school located in the southwestern section of the United States. Instrument administration was conducted within their regular classroom by the main investigator. The final sample consisted of seventy students from each grade (9th, 10th, 11th, and 12th) and Mexican-American students and Anglo-American students were proportionally represented at each grade. A factorial analysis of variance was computed to determine the influence of SES and race on career maturity. Multiple regression analyses were utilized to examine multiple correlations among the dependent and independent variables and to establish the regression weights for each independent variable. Results demonstrated that race and SES have a statistically significant impact on career maturity. The multiple regression analysis revealed that the best predictor of career maturity for the entire sample were the students' post-high school plans, race, and the students' career expectations. The sample was divided into two ethnic groups to determine the best predictors of career maturity for each ethnic group. The multiple regression for the Anglo-American sample revealed that the students' post-high school plans was the only statistically significant predictor of career maturity. In contrast, the students' post-high school plans and parents' career expectations were the two factors found to be of significant importance for the Mexican-American group. The salient feature of these analyses is that socio-economic status is a poor predictor of career maturity for both ethnic groups. Implications of the findings are discussed and future trends regarding the assessment of career maturity are outlined.

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Azimi, Shakera. "Female Muslim-American students' perceptions of socio-cultural accommodation in California public high school." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/795.

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This study examined the perceptions of a sample of female Muslim-American students regarding their socio-cultural accommodation in California public high schools. The research provides insight into the daily lives of female Muslim-American high school students to be available to counselors, teachers, and administrators. It also illustrates female Muslim-American students' struggle in trying to adjust to the school environment. The study used perspectives from the theoretical framework of social and psycho-social development, principles of multi-cultural education, and education in Islam. The research was based on data gathered through focus groups and individual interviews with six female Muslim-American first-year university students. The study findings suggested the following: Stereotypical assumptions among fellow students, teachers, and administrators exist with regards to female Muslim-American students on California public high school campuses. Also, despite the lack of accommodation for their religious and socio-cultural practices and the fact that they are socially marginalized, the female Muslim-American students interviewed during this study were able to graduate from high school and attend university. The students attributed their success in high school to the support of their families and religious life, which prepared them to be resilient and to overcome the challenges presented by common misconceptions during their high school years.

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Grieve, Kimberly Ann. "Urban African American Male High School Students’ Educational Aspirations for College and the Influence of Family, School, and Peers." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1258735643.

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Tran, Minh Van. "The Schooling of Vietnamese-American High School Students in Oregon: Their Perspectives." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1314.

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Research on the education of Vietnamese-Americans is very limited, and mainstream media continue to project Vietnamese students either as high achievers or gang affiliated (Castro, 1983; Davis & McDaid, 1992). This kind of projection can mask the real issues that Vietnamese students are facing. Based on Cummins' (1979) Contextual Interaction Theory, this study examined the views of Vietnamese-American high school students in Oregon regarding their schooling under four major areas: Community Background Factors, Educational Input Factors, Instructional Treatment, and Student Input Factors. In particular, this study examined factors, within the above four areas, pertaining to the schooling of Vietnamese-American high school students such as parental concerns, peer relationships, language use in the classroom, ESL learning, subject areas, teacher support, first language usage, discipline issues, home/school communication, teacher knowledge about culture, extracurricular activity, drug/alcohol issues, gang affiliation, dropping out, student effort in learning, homework, career planning, and future concerns. A survey of 145 subjects was conducted in the Portland and surrounding high schools. The study was supplemented by two interviews of two unique students: a high-achiever and a high-risk case to illuminate the real life and school experiences they encountered in their schooling. The interviews added a holistic dimension to this study. The survey data were analyzed descriptively, statistically, and inferentially to provide answers for the research questions. The overall conclusion was Vietnamese-American high school students in this sample came from large families with strong family support and value for education. They brought with them a strong motivation for learning. They were committed to school work and put much effort in learning. They reported doing well in mathematics and science. They reported difficulties in English language comprehension, but only one third of them perceived ESL as a strong treatment. Very few were participating in extracurricular activities. Their relationships with American peers were poor. They perceived a good level of staff welcome and support but were not sure about the staffs understanding of their culture. These students showed a respect for school rules, but reported little school/home communication. Many worried about their future. Briefly, their perceptions regarding educational input factors and instructional programs were not as strong as community background factors and students' contributions.

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House, Sheldon Angell Maureen E. "Understanding educational resources and supports hearing the voices of African American high school students /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196668.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Sharon K. Litchfield, Mary M. O'Brian, W. Paul Vogt. Includes bibliographical references (leaves 171-181) and abstract. Also available in print.

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Alvira-Hammond, Marta. "Assessing Six Prominent Explanations for the Academic Performance Gap Between Mexican and White High School Students." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339996230.

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Boykins, Ronald. "The relationship among leadership, empowerment, and academic achievement for black students: A case study of the South Mountain High School JROTC program." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186096.

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This study investigated a Junior Reserve Officers' Training Corps (JROTC) program in one high school in Arizona to discover relationships among empowerment, leadership, and achievement in schools that have JROTC programs. Anecdotes and experiences of those participating in JROTC suggested that this program and the concepts that guide it would provide techniques for solving the underachievement of black students in schools today. Specifically, this study analyzed the current conditions of black students in a JROTC program in one high school by fully examining and describing aspects of this program. In addition, the study examined the contributions of the program to promoting empowerment, leadership, and academic achievement among black students. Data collection methods were designed to explore and describe the JROTC phenomenon at one high school. Three lists of questions were developed to gather data from students, teachers, and the JROTC faculty. The purpose of this study was to lend support to what may be occurring in JROTC to influence the academic achievement of JROTC students. Each group of respondents provided information that helped the researcher to get a better understanding of what was occurring in the program and how this process may influence achievement. In this study, 14 black students, three JROTC instructors, and five teachers were questioned about the programs and its impact on the public school experiences of the black students enrolled in the program. Pre- and post-grade point averages for these students were also examined to explore relationships among achievement, leadership, and empowerment. Data for this study were of such a nature that analysis by statistical methods only would not make the fullest use of all information available. For this reason, a case study of the South Mountain JROTC Program, with an emphasis on the black student enrolled, was presented. Statistical comparisons of the pre- and post-grade point averages were also made. This study suggested that the JROTC program may have implications for positively influencing the achievement of black students. Additionally, self-esteem building, peer influence, and self-discipline may have possibilities for implementation in many schools.

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Davis, Michael Angelo. "Problems (encounters) Black high school seniors face preparing for college /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10909825.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.
Includes appendices and tables. Typescript; issued also on microfilm. Sponsor: A. Harry Passow. Dissertation Committee: Frances Bolin. Bibliography: leaves 138-147.

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Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

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Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.

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This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school vice principals. In addition to the survey instruments, personal interviews were conducted with a small random sample of African American male students in an effort to gather more in-depth information than could be revealed in the survey instrument. Findings revealed that African American male students generally do not perceive African American male vice principals in their schools as role models. The primary reason given was African American males are most often cast in disciplinary roles and only “do the white man's work.” Despite this finding, African American male students feel a need for, and want, African American males vice principals in their schools. The study further revealed that these students have a strong desire to see African American male vice principals in roles other than disciplinary.

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Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002.
Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

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Kim, Sulki. ""Cause you're Asian" influence of the model minority stereotype as a source of social comparison affecting the relationship between academic achievement and psychological adjustment among East Asian American high school students /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383479441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Jones, Victor Jerrell. "Influences on Latino Males' Enrollment in Four-Year Colleges." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248394/.

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The purpose of this study was to explore characteristics that influence Latino male students' enrollment in four-year colleges. This study utilized a mixed-methods approach and acquired information specifically pertaining to the high school Latino male population. Participants for the study included Latino male high school students in Grades 9-12, parents of Latino male high school students in Grades 9-12, and counselors of high school students in Grades 9-12. The study was conducted across two campuses. Data for student and parent participants were obtained through an online survey questionnaire and counselor data was obtained through face-to-face semi-structured interviews. The results of this study reveal that there are influential characteristics that contribute to Latino males' potential enrollment in college. Of the data obtained from student participants, 70.2% of participants on Campus 1 and 90.5% of participants on Campus 2 planned on attending college. Responses from parent surveys found that 85.8% of parents had expectations for their Latino male student to attend college. Through the semi-structured focus group interviews, it was found that the school district and campuses in which the study was conducted had several procedures or processes in place to positively encourage Latino male student enrollment in four-year colleges. Results of this study provide a better understanding and insight on characteristics that influence the high school Latino male student in Grades 9-12 to enroll in college.

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Burstion-Young, Michelle R. "“Let’s Stay Together: Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.”." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1231817941.

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EGGERT, VIRGINIA RAE TRAMBLEY. "STUDENT TELEVISION PRODUCTION: THE EFFECTS ON STUDENT ATTITUDES TOWARDS SELF AND OTHERS (HIGH SCHOOL DROPOUTS, MEXICAN AMERICANS, ALTERNATIVE, PERCEPTION, VIDEO)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188031.

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This investigation attempted to answer the following research questions, based upon student participation in "hands on" television production activities: (1) What shifts in the students' perceived acceptance of themselves occurred, (2) what shifts in the students' perceived acceptance of others occurred, and (3) what shifts in the students' perceived acceptance of school occurred? In seeking answers to the above three questions, the investigator located seven volunteers from a high school dropout retrieval program. As it developed, all of them were of Mexican American heritage. This investigation was based upon a theoretical framework drawn from perceptual psychology, education, and television. The framework consisted of television as a perceptual experience tending to effect acceptance of self, others, and school. A small n research design with multiple measures was used during this investigation. Data were collected with a student self-report measure using a modified Likert-type response mode. Qualitative data were collected from student interviews and investigator observations recorded as fieldnotes. The research results indicated no significant patterns in acceptance of self and others as a group. The qualitative data revealed the variety of individual shifts in acceptance of self, others and school. Certain unanticipated results occurred because the participants were Mexican American. These included cultural-related observations. The data indicated that "hands on" television production activities involve "learning in context" processes which might have important implications for dropout retrieval programs. The investigator recommended further "learning in context" TV or video studies with multicultural groups of students.

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Thomas, Kathryn 1948. "Who Leaves and Why: an Examination of Latino Student Attrition from a Selective Public School Thematic Choice Program in San Antonio, Texas." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278796/.

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This study was conducted to examine the problem of attrition from a public middle school foreign language enrichment program by students who were admitted on the basis of superior grades, test scores, and recommendations from their teachers, counselors, and parents. The study took place in inner-city San Antonio and involves Latino sixth and seventh graders from mostly low-income families. Literature pertaining to school choice options, education of Latino students, and student attrition was reviewed. Research questions pertained to the differences in characteristics of students staying in the program and leaving it and in the reasons students gave for their decisions to stay or leave. In addition, the efficacy of an existing student attrition model, modified for this study, was tested for organizing data. Data sources included surveys of students and teachers, interviews with administrators and counselors, and school records. Logit regression analysis revealed two factors linked to student persistence in the program to be significant to the .01 level: student involvement in the initial decision to apply to the program, and the presence of a student's best friend at the school the student attended. A third variable approached significance (at the . 10 level): the student's score on the math subtest of a criterion-referenced test given statewide. Recommendations to the district program administrators include incorporating the math subtest score on the statewide instrument into the screening process and providing more and better information to parents and students who are eligible and wish to apply for acceptance into the program.

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Womack, Monica S. "African-American Students' Perceptions of Their Student-Teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1429633581.

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Spanner, Morrow Minerva. "A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio." Ashland University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1512057091652516.

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Doyle, Larry O. Sr. "Oral History of School and Community Culture of African American Students in the Segregated South, Class of 1956: A Case Study of a Successful Racially Segregated High School Before Brown Versus Board of Education." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587045920719023.

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Mouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.

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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.

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Williams, Oscar M. "Black youth in vocational education: further education, labor market, civic and political participation." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39902.

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Parker, Patricia. "Association of College and Career Readiness Indicators on Hispanic College Enrollment and Postsecondary Resiliency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157595/.

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This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.

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Gaba, Ayorkor L. "Correlates of substance use among urban Latino immigrant high school freshmen linguistic acculturation, friends' use, and sense of school belonging /." 2009. http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051651.

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Errazuriz, Besa Valentina. "“Hijas de la Lucha”: Social Studies Education and Gender/Political Subjectification in the Chilean High School Feminist Movement." Thesis, 2020. https://doi.org/10.7916/d8-e03d-2859.

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Over the past years, particularly during 2018, Chilean society has experienced a robust feminist movement led by high school students. At the same time, mainstream society and researchers claim that Chile is experiencing a youth civic and citizenship education crisis, particularly among young women. I address this apparent contradiction by challenging the futuristic approach in citizenship education taken in the country and exploring how young women are currently politically engaged and challenge gender oppression within their high schools and their activist spaces. I have used a post-human and post-colonial feminist theoretical framework to answer the following research question, How do female public high school students in Chile who identify as feminist or politically active produce their gender/political subjectivities in the 2018 context of contentious feminist politics? And, sub questions; How do they do this while engaging with feminist discourses and practices in and outside of school? How do they do this while engaging with historical narratives? Finally, how do they do this while engaging with formal political education in school? A context of contentious feminist politics will be understood as a context where feminism is prevalent in public discourse, which forces people -in this case students- to take a stance concerning this subject. To answer the research questions, I conducted a critical ethnography, observing classes and other activities at Edelbina González High School, a Chilean all-female public high school with an active group of high school feminists. During my fieldwork, I invited six 12th-grade participants to be my focal group of observation and to take part in individual testimonios interviews and collective art-based testimonios workshops. Through these methods, I produced fieldnotes of observations, transcriptions and audio-recordings of the interviews and workshops, and photographs of the school space and students’ art pieces. I analyzed the data through a three-layer process using thematic coding analysis, narrative structural and content analysis, visual analysis, and “plugging in with theory” analysis (Jackson & Mazzei, 2012). This study engages with lengthy discussion regarding education and reproduction of gender regimes; it explores how oppressive systems transform but remain, particularly in regards to citizenship and formal political education through neoliberal discourses of girl empowerment. It also shows how feminist female high school students communally and creatively respond, theorize, and re-imagine political engagement within these frames, providing insights into what is, and what can be education for democratic citizenship and gender justice. The Feminist students in this study produced themselves as nomadic mestiza bodies engaging with pre-existing political frameworks but at the same time built something more. The students assembled themselves within an antagonistic us/them framework within the Chilean Student Movement, which considers the state and school as adversaries attempting to oppress them. Their high school attempted to reproduce them as feminine, successful, conflict-free neoliberal girls. Regardless, the feminist students displaced both the antagonistic and neoliberal model producing their gender/political subjectivities as nomadic, ever-shifting, vulnerable and strong, and connecting themselves with collective memories and historical narratives. The production of the feminist students’ gender/political subjectivities through “affectivism,” resistance, and political caring rendered the participants as nomadic mestiza bodies, always becoming, collectively connected and empowered by one another to produce political change.

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Taylor, Ashley Michelle. "Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools." Thesis, 2013. https://doi.org/10.7916/D8DF6ZFX.

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This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective case study to examine the perspectives and decision making of four social studies teachers' enacted pedagogy for Latino/a newcomer students. I documented how social studies teachers (U.S. History and Global History) were teaching Latino/a newcomer youth within urban newcomer high schools through the research question: how do four secondary teachers conceptualize and implement social studies education for newcomer Latino/a youth? As evidenced in their culturally and linguistically relevant pedagogy, teachers in this study provided constant support, encouragement, and opportunity for Latino/a newcomer students to succeed academically, and encouraged active civic engagement by using students' cultural, linguistic, and civic knowledge and experiences as central to their pedagogy. I analyzed the findings within and across four case studies to develop an emerging grounded theory of culturally and linguistically relevant citizenship education. This developing grounded theory analyzed the intersections of culturally relevant pedagogy, linguistically responsive teaching, and active and engaged citizenship. These intersections and cross-case analysis of the four teachers' social studies pedagogy for newcomer Latino/a students developed five principles of culturally and linguistically relevant citizenship education. These principles included: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based, participatory citizenship. This study has the potential to add to and expand on the discourse regarding social studies pedagogy for culturally and linguistically diverse students (Ladson-Billings, 1995b; Lucas and Villegas, 2011), newcomer schools (Short and Boyson, 2000), English Language Learners (Cruz and Thornton, 2009), and citizenship education for newcomer youth (Salinas, 2006). Possibilities for future research might include examining how Latino/a immigrant students' cultural and linguistic experiences influence their perceptions of social studies and how they conceptualize citizenship. Furthermore, additional research might also explore how the findings in this study may be used to develop a more culturally and linguistically responsive teacher education program, create professional development opportunities for in-service teachers, and examine how elementary teachers and teachers in rural/suburban contexts conceptualize their social studies pedagogy for immigrant youth.

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Fisher, Ericka Jean. "A comparative study of underachieving and high achieving African heritage high school students." 2003. https://scholarworks.umass.edu/dissertations/AAI3078680.

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It was the purpose of this study to explore and compare the differences in self concept, academic behavior, and self-reported personal experiences, between a group of high achieving African heritage students and underachieving African heritage students. This study was designed in order to better understand the factors that contribute to the success or underachievement of African heritage students who are judged by their teachers to be academically capable of success. This is a comparative study, using a blend of qualitative and quantitative methodologies involving a sample of fourteen African heritage male and female high school students from one central Massachusetts high school. Data was drawn from focus groups, demographic profiles, and a self-concept assessment. This study was an exploratory study designed to identify factors related to black student academic achievement. The significant findings include differences in ethnic and linguistic background, participation in extracurricular activities, parental attitudes toward school, student attitudes toward school, and differences in the formation of goals. Based on this data one can conclude that the high achievers of African descent in this study are motivated and invested in their education as a result of various factors including family influences, self determination, and participation in organized extracurricular activities. One can also conclude that the underachievers in this study have been unable to achieve their full potential as a result of various factors that include family influences, peer influences, previous academic experiences, and lack of self motivation. This research can be beneficial to educators and researchers as they continue to unravel the complexities of academic achievement between and among students of color.

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Zuckerman, Kelly Gavin. "Portraits of Pedagogical Promise: Rendering Visible Successful Teaching Practices for Latino Male Students in One New York City Public High School." Thesis, 2018. https://doi.org/10.7916/D8JH4ZNS.

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Drawing upon a critical constructivist framework and informed by scholarship on culturally relevant, responsive, and sustaining pedagogy (CRRSP) and student voice, this qualitative study utilizes portraiture methodology to render visible successful teaching practices for Latino male secondary students in urban contexts by answering the following two research questions: 1) What are the pedagogical practices of three White male teachers in one New York City public high school that their Latino male secondary students identify as successful in supporting their educational potential?; and 2) How do these three teachers make sense of these identified practices and their success with Latino male secondary students? To achieve these goals, data was collected from four sources: 1) ethnographic observations; 2) semi-structured individual interviews; 3) semi-structured focus group interviews; and 4) written documentation, and was analyzed using constructivist grounded theory. The final products of this work are three pedagogical portraits—written research documents that bridge science and art to lead to new or deeper understandings about teaching and learning. Findings from this study indicate the saliency of pedagogies that authentically care for Latino male students in urban areas, support their academic achievement, and explicitly draw connections between course content and students’ interests, lives, and future goals. The resulting portraits also encourage consideration of how attention to the development of Latino male students’ cultural and linguistic competence and dexterity as well as their sociopolitical awareness could further support the academic and personal growth of these young men. These findings: 1) contribute to a limited research base on successful teaching practices of Latino male secondary students in urban communities; 2) support more tailored recommendations for educational policy aimed at leveraging the unique potential of Latino young men in our nation’s cities; and 3) can inform the professional development of both pre-service and in-service school actors who work with Latino male students. Such contributions are particularly significant given the existing patterns of underachievement and untapped promise of Latino male youth across the country.

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Galindo, Hugo C. "The effect of special language programs on school academic performance of hispanic high school students." 1989. http://catalog.hathitrust.org/api/volumes/oclc/29238313.html.

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Hernandez-Duhon, Andrea. "Exploring Algebra-based Problem Solving and Strategies of Spanish-speaking High School Students." Thesis, 2013. https://doi.org/10.7916/D81Z4BSZ.

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This dissertation analyzes differences found in Spanish-speaking middle school and high school students in algebra-based problem solving. It identifies the accuracy differences between word problems presented in English, Spanish and numerically based problems. The study also explores accuracy differences between each subgroup of Spanish-speaking students in each category. It identifies specific strategies used by successful students when solving algebra problems. The study also sought to identify factors that could serve to predict Spanish-speaking students' ability to accurately solve algebra word problems presented in English and Spanish. A heterogeneous urban sample composed of one hundred and fifty two middle school and high school students were given an assessment composed of pre-approved algebra-based problems and a biographical information sheet. Specific students were then chosen for individual interviews in which researcher sought to gain more in depth information about student's reaction to assessment. The study found that the average accuracy rate for Hispanics non-ELL and non-Hispanic students was significantly higher for numerically based problems than Spanish word problems. Similarly, the average accuracy rate for Hispanics non-ELL and non-Hispanic students was significantly higher in English word problems that in Spanish word problems. Results showed that there was a significant difference in the overall performance of the assessment between Hispanic ELL and Hispanic non-ELL students. On one particular set, set C (Spanish word problems), findings showed that Hispanic ELL students performed better than Hispanic non-ELL students and non-Hispanic students. All other subgroup comparisons did not show a significant difference. The study found that students who were most successful in the assessment: (a) used previous linguistics knowledge and memory of previously seen mathematical problems properly; (b) highlighted the question being asked; (c) used key words to identify mathematical principles and to aid in the translation process; (d) used diagrams, tables and graphs to organize data; (e) showed work and had all processes laid out clearly; and (f) displayed a clear verification process for their answer as strategies for successfully answering the problems. As it was evident through the study, the diversity in the Spanish speaking population and their needs exposes the need for teaching methods, which are inclusive of all populations. Schools must be sensitive to the diversity in which students learn and aim to individualize the teaching for every student. As Hispanics become the largest minority in the United States, understanding the diverse needs of Spanish speaking students in the classroom will be necessary for the development of a better educated society.

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Gonzalez, Cornelio 1955. "Incorporation of Mexican immigrant high school students in the United States." Thesis, 2001. http://hdl.handle.net/2152/30211.

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Mexican immigrant students are entering American schools in great numbers. Many of them come to high schools with a good educational background, but there is little knowledge about them and about the factors that contribute to their incorporation into social life in the United States. While the drop out rate of Mexican-American students in high school has remained the highest among all ethnic groups, recent immigrants are pressuring schools to meet their needs immediately. Failure to respond adequately to their needs may result in an increase in the already high drop out rate and a perpetuation of the cycle of poverty among the Mexican-American population. The purpose of this study was to examine the factors that contribute to the incorporation of Mexican immigrant high school students to United States society. The design of the study is a qualitative multiple case study with a phenomenological perspective. Five Mexican immigrant high school students were selected according to specific criteria. Data was collected through in-depth, open-ended interviews, observations, and documentation. Special consideration were given to the role played by the high school in promoting the academic success of Mexican immigrant students and the contribution of native culture to the process of incorporation into United States society. This study makes contributions to knowledge about Mexican immigrant high school students that can help educators improve the services needed by this fast growing segment of the population.
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Dissertations / Theses on the topic 'High school students Latin Americans'

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