Annotation from the Connection Collection
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|Title:||Schooling and learning in U.S.-Mexican families: A case study of households|
|Resource Type:||Journal Article|
The Urban Review, 32(1)|
|ERIC #:||EJ604374 (click to view this publication's record on the ERIC Web site)|
|Education Level:||Elementary, Middle, High|
|Literature type:||Research and Evaluation|
The purpose of this study is to better understand economic, cultural, linguistic, and educational factors on the academic performance of Mexican American students. Results showed that their families placed a high value on education. Search for better housing resulted in high mobility and numerous school transfers. Homemakers and adults with more flexible work schedules participated in school activities to a greater extent than other case study families. When instruction was bilingual, parents were able to help with homework. Peer relationships influenced student behavior. The case study involved four Mexican American households in Arizona over a three-year period of time. Student achievement was measured by grades, enrollment in school, and graduation from high school. Analysis indicated that the level of household stability and the social and economic conditions were all factors affecting student learning and academic achievement. All of the households studied were two-parent households with a certain stable minimum of economic security.
Suggested Citation Style:
- Tapia, J. (2000). Schooling and learning in U.S.-Mexican families: A case study of households.The Urban Review, 32(1), 25-44. EJ604374.