Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education

2012 ◽  
Vol 3 (1) ◽  
pp. 13-30 ◽  
Author(s):  
Inna Altschul
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Parent Involvement ◽  
Mexican American ◽  
Mexican American Youth ◽  
Parent Involvement In Education

Correlates of Self-Esteem of Mexican American Adolescents

1982 ◽  
Vol 51 (3) ◽  
pp. 771-774 ◽  
Author(s):  
Stephen Powers ◽  
Virginia V. Sanchez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Reading Achievement ◽  
Mexican American ◽  
Self Esteem ◽  
Two Measures ◽  
Mexican American Adolescents ◽  
At Home

The correlations between self-esteem and two linguistic measures, two measures of socioeconomic status, and three measures of academic achievement were calculated for 87 Mexican American adolescents. Self-esteem correlated .25 with the rated extent to which English was spoken at home. Moreover, self-esteem was positively correlated with occupation (.22) and reading achievement (.25). Generally, correlations were small to moderate in magnitude.

Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status

2021 ◽  
pp. 1-17
Author(s):  
David R. Skvarc ◽  
Anne Penny ◽  
Travis Harries ◽  
Christopher Wilson ◽  
Nicki Joshua ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
New Zealand ◽  
Screen Time

What Does It Mean To Be Mexican (American)? Exploring Youth Ethnic Identity

2021 ◽  
pp. 001100002098530
Author(s):  
Halleh Hashtpari ◽  
Karen W. Tao ◽  
Kritzia Merced ◽  
Joél Arvizo-Zavala ◽  
James Hernández
Keyword(s):  
Ethnic Identity ◽  
Thematic Analysis ◽  
Perspective Taking ◽  
Academic Outcomes ◽  
Mexican American ◽  
Interview Protocol ◽  
Ethnic Pride ◽  
Mexican American Youth ◽  
Racial Ethnic ◽  
Minimal Research

Children’s racial (e.g., Black, White, Indigenous) and ethnic (e.g., Mexican) identity can influence psychological, social, and academic outcomes. Despite evidence that awareness of racial–ethnic marginalization begins during preadolescence, there is minimal research examining how children talk about identity at this age. The purpose of this study was to examine how preadolescent Mexican American youth conceptualize “who they are.” Specifically, we used the Ethnic-Perspective Taking Ability interview protocol to explore how Mexican American youth, ages 9–11, understand their ethnicity. Thematic analysis revealed four themes: Self as “Other,” Self as Invisible, Self as a Politicized Being, and Self as Community. Participants discussed feeling out of place, often feeling excluded by Whiteness, and needing to code switch. These experiences also were juxtaposed with a sense of ethnic pride and comfort. Implications for practice, advocacy, education, and research are offered.

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