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Family, obligation, and educational outcomes
Title
Family, obligation, and educational outcomes: unraveling the paradox of high aspirations and low academic achievement among the children of Haitian immigrants.
Creator
Nicholas, Tekla., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description
The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the...
Show moreThe desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation.
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Date Issued
2008
PURL
http://purl.flvc.org/FAU/77648
Subject Headings
Minorities, Education, Haitian Americans, Education, Children of immigrants, Education, Motivation in education
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)
effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement
Title
The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
Creator
Urbina, Ivett., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3334099
Subject Headings
Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
Format
Document (PDF)
Factors that relate to the persistence of first-generation undergraduate students in a public university
Title
Factors that relate to the persistence of first-generation undergraduate students in a public university.
Creator
Thachil, Shoba Anne, Zainuddin, Hanizah, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors....
Show moreThis study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004065
Subject Headings
Achievement in education, Children of immigrants -- Education -- United States, First generation college students -- United States, Motivation in education, School improvement programs
Format
Document (PDF)
effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students
Title
The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator
Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3332255
Subject Headings
Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format
Document (PDF)
Florida Migrant Education Program
Title
The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
Creator
Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2683135
Subject Headings
Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
Format
Document (PDF)