Student Political Activism in Guatemala: A Research Note

1971 ◽  
Vol 13 (1) ◽  
pp. 78-88
Author(s):  
John H. Petersen
Keyword(s):  
University Students ◽  
Latin American ◽  
Political Behavior ◽  
Student Activism ◽  
Good Deal ◽  
Political Activism ◽  
Major Objective ◽  
American Students ◽  
Latin American Students ◽  
Politically Active

Scholarly interest in student political behavior has grown markedly in recent years. Among those who have done research and written on Latin American students a good deal of effort has gone into attempts to develop some generalizations about bases of student activism. A major objective of these efforts has been to try and explain why students become politically active and what differentiates the politically active from the inactive students. Several hypotheses have been advanced in this research attempting to explain high degrees of student political involvement by relating it to factors in the students’ backgrounds or environment. Some of the hypotheses which stand out in the literature have been selected for analysis here. They will be examined in relation to data gathered during recent research on university students in Guatemala.

scholarly journals Knowledge about Dengue, Zika and Chikungunya in Latin American students, 2016

2016 ◽  
Vol 18 (71) ◽  
pp. 134-135 ◽  
Author(s):  
C.M. Rios-González ◽  
C. Díaz-Vélez
Keyword(s):  
Latin American ◽  
American Students ◽  
Latin American Students

Organization of American States

1957 ◽  
Vol 11 (3) ◽  
pp. 568-571
Keyword(s):  
International Education ◽  
Latin American ◽  
The United States ◽  
Educational Institutions ◽  
American Council ◽  
Statistical Institute ◽  
American Students ◽  
Draft Convention ◽  
Latin American Students ◽  
American Union

The Council of the Organization of American State (OAS) took the following decision during the period September 8, 1955 to April 19, 1956: I) It concluded an agreement with the Inter-American Statistical Institute establishing a basis of cooperation in the promotion of basic progress in statistical work. 2) It commended the plans of the Cordell Hull Foundation for International Education to establish fellowships and provide assistance to Latin American students in educational institutions in the United States, and authorized the Pan American Union to offer to collaborate in the program. 3) It approved the distribution of four resolutions of the Inter-American Council of Jurists concerning the Inter-American Academy of Comparative and International Law, a draft convention on extradition, the consideration of amendments to the statutes of the Inter-American Council of Jurists, and reservations to multilateral treaties. 4) It noted with satisfaction the two agreements signed by Costa Rica and Nicaragua on January 9, 1956, and decided to transmit the texts of the documents to the member states.

scholarly journals Socioeconomic environment effect on inferential reasoning of Latin American students

Salud Mental ◽  
2017 ◽  
Vol 40 (5) ◽  
pp. 183-190 ◽  
Author(s):  
Carmen Flores-Mendoza ◽  
◽  
Renan Benigno Saraiva ◽  
Gislene Clemente Vilela Câmara ◽  
Wilma M Guimarães Lopes ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Latin American ◽  
Future Research ◽  
Inferential Reasoning ◽  
Environment Effect ◽  
Socioeconomic Environment ◽  
Reasoning Test ◽  
Significant Difference ◽  
American Students ◽  
Latin American Students

Introduction. Inferential reasoning (IR) is a major component of intelligence, which comprises many different cognitive processes such as perception, memory, and logic. Many studies have proposed that socioeconomic status (SES) has a negligible association with IR, but more recent findings suggest that they may have a higher association when evaluating group instead of individual SES. Objective. The aim of this study is to test the effects of both individual (students) and group (schools) socioeconomic status on IR, comparing different countries of Latin America. Method. The sample was composed of 2 358 students aged 14 and 15 years from 52 different schools (44% public) of five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). Participants took part in an inferential reasoning test and answered a socioeconomic questionnaire. Results. SES student showed a small positive correlation with IR (r = .10, p < .001), while SES school had a more pronounced effect on IR (F [2, 1944] = 74.68, p < .001, ηp2 = .07), with higher IR at schools with higher SES. A significant difference of IR between countries (F [4, 1976] = 20.68, p < .001, ηp2 = .04), was also found with Peru showing the highest mean. Peru was the country with the higher percentage of private schools in the present study. A multilevel model was fitted using individual and group SES as predictors. Discussion and conclusion. Our findings showed that group SES have a higher predictive value of IR when compared to individual SES. This result suggests that individuals with low SES can benefit from studying on higher SES schools. Future research and the importance of public policies are discussed.

scholarly journals Los recursos didácticos de matemáticas en las aulas de educación primaria en América Latina: Disponibilidad e incidencia en el aprendizaje de los estudiantes

2016 ◽  
Vol 24 ◽  
pp. 67
Author(s):  
Francisco Javier Murillo Torrecilla ◽  
Marcela Román Carrasco ◽  
Santiago Atrio Cerezo
Keyword(s):  
Student Performance ◽  
Latin American ◽  
Multilevel Models ◽  
Elementary Classrooms ◽  
Teaching Resources ◽  
American Students ◽  
America Latina ◽  
Latin American Students ◽  
Educación Primaria ◽  
Latin American Countries

This article describes the availability of different mathematics teaching resources in primary classrooms in Latin America to determine whether it affects student performance. A study was developed exploiting the data collected by SERCE (UNESCO) assessment, using 4-level multilevel models. The sample includes more than 8,000 classrooms in 3rd and 6th grade within 3,000 schools and 16 Latin-American countries, with a total amount of 180,000 students. On one hand, the results show there are significant gaps and differences in availability to specific learning resources for Latin American students in elementary classrooms. The analysis provides evidence that within classes where different resources are handy, students achieve higher performance. 

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