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effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement
Title
The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator
Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/187214
Subject Headings
Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format
Document (PDF)
An Examination of the Relationship Between Acculturation and Fifth Grade Hispanic Student Reading Achievement
Title
An Examination of the Relationship Between Acculturation and Fifth Grade Hispanic Student Reading Achievement.
Creator
Pressman, Diane S., Rhone, Angela, Florida Atlantic University
Abstract/Description
In the United States there is an increasing population ofHispanic people. With this increase comes an increase of Hispanic students in the schools. In 2004, 39.8% of all dropouts in the United States were Hispanic students. Increasing population and a high dropout rate could be problematic for Hispanic people, American schools, and ultimately society. The first part of the research examined relationships between acculturation and Hispanic student reading achievement. A Spearman's Rho...
Show moreIn the United States there is an increasing population ofHispanic people. With this increase comes an increase of Hispanic students in the schools. In 2004, 39.8% of all dropouts in the United States were Hispanic students. Increasing population and a high dropout rate could be problematic for Hispanic people, American schools, and ultimately society. The first part of the research examined relationships between acculturation and Hispanic student reading achievement. A Spearman's Rho correlation was performed using the Short Acculturation Scale for Hispanic Youth scores and Florida Comprehensive Achievement Test reading scores. In the second part, the research used a multiple regression model to predict acculturation and reading success in fifth grade Hispanic students. The dependent variable was the acculturation score obtained through the Short Acculturation Scale for Hispanic Youth. The independent variables used for this were gender, age, free and reduced lunch status, country of origin, ESOL classification level, and previous retentions. Results from the study revealed that there is a significant correlation between acculturation and Hispanic student reading achievement in the fifth grade. The multiple regression model using the above independent variables identified three significant variables, ESOL classification, lunch status, and gender, to predict acculturation greater than chance.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000688
Subject Headings
Children of immigrants--Education--United States, Acculturation--United States, Hispanic American children--Education--United States, Academic achievement--United States
Format
Document (PDF)
Immigrant status, substance use and sexual risk among Afro-Caribbean adolescents living in South Florida
Title
Immigrant status, substance use and sexual risk among Afro-Caribbean adolescents living in South Florida.
Creator
Jolly, Kim., Christine E. Lynn College of Nursing
Abstract/Description
Objectives: To describe the co-occurrence of substance use and sexual activity behaviors among Afro-Caribbean adolescents living in South Florida, with attention to legal status, socio-demographic factors and risk-taking attitudes and behaviors. Methods: Convenience sampling was used to select 106 Afro-Caribbean adolescents from community centers in South Florida. A descriptive exploratory study was conducted. Data was analyzed using an independent t test, frequencies and crosstabs. Results:...
Show moreObjectives: To describe the co-occurrence of substance use and sexual activity behaviors among Afro-Caribbean adolescents living in South Florida, with attention to legal status, socio-demographic factors and risk-taking attitudes and behaviors. Methods: Convenience sampling was used to select 106 Afro-Caribbean adolescents from community centers in South Florida. A descriptive exploratory study was conducted. Data was analyzed using an independent t test, frequencies and crosstabs. Results: The study consists of 106 adolescents, 75% (n = 79) documented and 25% (n = 27) undocumented. Forty-one documented and 10 undocumented adolescents were sexually active. Of those, 14.6% of the documented and 40% of the undocumented adolescents had been drinking alcohol while engaging in sexual activity; 7.3% of documented and 30% of undocumented adolescents used drugs while engaging in sexual activity. Undocumented adolescents had less adult presence before and after school; Creole was spoken at home more than English, and none of the parents had gone to or graduated from college. There was no significant difference in risk-taking and social adaptation scores as measured by the Adolescent Risk-Taking Instrument (ARTI) for the documented and undocumented Afro-Caribbean adolescents. The ARTI had acceptable internal consistency reliability for the risk-taking (.87) and social adaption (.82) scale in this population. The mean score of risk behavior was 2.04 (SD = .44) for documented Afro-Caribbean adolescents and 1.89 (SD = .47) for undocumented adolescents. For social adaptation, mean scores were 3.23 (SD = .45) for documented and 3.20 (SD = .35) for undocumented adolescents. The co-occurrence of substance use and sexual activity is nearly triple for alcohol use and more than triple for drug use when comparing undocumented to documented adolescents., However, scores on the ARTI did not differ.Socio-demographic factors related to risky behaviors suggest that the undocumented adolescents were more at risk. Health risk of undocumented adolescents demands more research attention if nurses wish to address the unique needs of this population.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/228769
Subject Headings
Behavior disorders in adolescence, Behavioral assessment of teenagers, Adolescent psychopathology, Acculturation, Transcultural nursing
Format
Document (PDF)