Latino Acculturation and Perceived Educational Achievement: Evidence for a Bidimensional Model of Acculturation among Mexican-American Children

Abstract

Considerable attention has been paid to the educational fate of Latino children and youths due to mounting evidence that their educational progress has been stagnant. This study investigates the effect of acculturation on perceived educational achievement among Mexican-American children, employing bidimensional acculturation theory to help explain acculturation patterns as related to both ethnic and mainstream identities. Using a sample of 294 Mexican-American children, five acculturation patterns were identified using cluster analysis. We found that the separated group of children had significantly higher educational achievement than the highly assimilated group. The study asserts that the segregated acculturation pattern can be protective for educational achievement of Mexican-American children within ethnically segregated environmental contexts.

Keywords:

• Bidimensional acculturation
• Mexican-American children
• perceived educational achievement
• ethnic identity
• mainstream identity

Notes

This manuscript has not been submitted or published elsewhere.

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