The Influence of Educación on Latinx Students’ Academic Expectations and Achievement

References

• Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education, Office of Vocational and Adult Education.
   Google Scholar
• Adera, B., & Bullock, L. M. (2010). Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders. Emotional and Behavioral Difficulties, 15(1), 5–14. https://doi.org/10.1080/13632750903512365
   Google Scholar
• Almager, I. (2018). Teacher bias in the classroom: Utilizing personal experiences. The SoJo Journal: Educational Foundations and Social Justice Education, 4(1), 17–29.
   Google Scholar
• Anderson, K. P., Ritter, G. W., & Zamarro, G. (2019). Understanding a vicious cycle: The relationship between student discipline and student academic outcomes. Educational Researcher, 48(5), 251–262. https://doi.org/10.3102/0013189X19848720
   Web of Science ®Google Scholar
• Arellanes, J. A., Viramontez Anguaino, R. P., & Lohman, B. J. (2019). Bettering the educational attainment for Latino families: How families view the education of their children. Journal of Latinos and Education, 18(4), 349–362. https://doi.org/10.1080/15348431.2018.1426465
   Web of Science ®Google Scholar
• Arunkumar, R. (1999). Living in the interface of different cultures: Adolescents’ school experiences of cultural dissonance between home and school. Dissertation abstracts International. (UMI No. 9959697).
   Google Scholar
• Betoret, F. D. (2009). Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29(1), 45–68. https://doi.org/10.1080/01443410802459234
   Web of Science ®Google Scholar
• Bodovski, K., & Youn, M. (2010). Love, discipline and elementary school achievement: The role of family emotional climate. Social Science Research, 39(4), 585–595. https://doi.org/10.1016/j.ssresearch.2010.03.008
   Web of Science ®Google Scholar
• Brace, N., Kemp, R., & Snelgar, R. (2000). SPSS for psychologists: A guide to data analysis using SPSS for windows. Erlbaum.
   Google Scholar
• Carter, N. P., Hawkins, T. N., & Natesan, P. (2008). The relationship between verve and the academic achievement of African American students in reading and mathematics in an urban middle school. Educational Foundations, 22(1–2), 29–46. https://files.eric.ed.gov/fulltext/EJ839496.pdf
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
   Google Scholar
• Conway, K. M. (2010). Educational aspirations in an urban community college: Differences between immigrant and native student groups. Community College Review, 37(3), 209–242. https://doi.org/10.1177/0091552109354626
   Google Scholar
• Cooper, M. A. (2009). Dreams deferred? The relationship between early college and later postsecondary educational aspirations among racial/ethnic groups. Educational Policy, 23(4), 615–650. https://doi.org/10.1177/0895904807312467
   Web of Science ®Google Scholar
• Corona, R., Rodríguez, V. M., McDonald, S. E., Velazquez, E., Rodríguez, A., & Fuentes, V. E. (2017). Associations between cultural stressors, cultural values, and Latina/o college students’ mental health. Journal of Youth Adolescence, 46(1), 63–77. https://doi.org/10.1007/s10964-016-0600-5
   PubMed Web of Science ®Google Scholar
• Crosnoe, R. (2005). The diverse experiences of Hispanic students in the American educational system. Sociological Forum, 20(4), 561–588. https://doi.org/10.1007/s11206-005-9058-z
   Web of Science ®Google Scholar
• Cupito, A. M., Stein, G. L., & Gonzalez, L. M. (2015). Familial cultural values, depressive symptoms, school belonging and grades in Latino adolescents: Does gender matter? Journal of Child and Family Studies, 24(6), 1638–1649. https://doi.org/10.1007/s10826-014-9967-7
   Web of Science ®Google Scholar
• de Brey, C., Jusu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., & Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019–038). National Center for Education Statistics, U.S. Department of Education, U.S. Government Printing Office. https://nces.ed.gov/pubs2019/2019038.pdf
   Google Scholar
• de Brey, C., Snyder, T. D., Zhang, A., & Dillow, S. A. (2021). Digest of education statistics 2019 (NCES 2021–009). National Center for Education Statistics, U.S. Department of Education. https://nces.ed.gov/pubs2021/2021009.pdf
   Google Scholar
• DeGarmo, D. S., & Martinez, C. R. (2006). A culturally informed model of academic well-being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55(3), 267–278. https://doi.org/10.1111/j.1741-3729.2006.00401.x
   PubMed Web of Science ®Google Scholar
• Dinkes, R., Cataldi, E. F., Lin-Kelly, W., & Snyder, T. D. (2007). Indicators of school and crime safety: 2007 (NCES 2008–021/NCJ 219553). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. https://nces.ed.gov/pubs2008/2008021.pdf
   Google Scholar
• Durand, T. M. (2011). Latina mothers’ cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. The Urban Review, 43(2), 255–279. https://doi.org/10.1007/s11256-010-0167-5
   Google Scholar
• Espino, M. M. (2016). The value of education and educación: Nurturing Mexican American children’s educational aspirations to the doctorate. Journal of Latinos and Education, 15(2), 73–90. https://doi.org/10.1080/15348431.2015.1066250
   Web of Science ®Google Scholar
• Fite, P. J., Rubens, S. L., & Cooley, J. L. (2014). Influence of contextual factors on academic performance in a sample of Latino adolescents: The moderating role of school attachment. Journal of Community Psychology, 42(8), 924–936. https://doi.org/10.1002/jcop.21662
   Web of Science ®Google Scholar
• George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Allyn & Bacon.
   Google Scholar
• Gil, A. G., Wagner, E. F., & Vegas, W. A. (2000). Acculturation, familism, and alcohol use among Latino adolescent males: Longitudinal relations. Journal of Community Psychology, 28(4), 443–458. https://doi.org/10.1002/1520-6629(200007)28:4<443::AID-JCOP6>3.0.CO;2-A
   Web of Science ®Google Scholar
• Golann, J. W., Debs, M., & Weiss, A. L. (2019). “To be strict on your own”: Black and Latinx parents evaluate discipline in urban choice schools. American Educational Research Journal, 56(5), 1896–1929. https://doi.org/10.3102/0002831219831972
   Web of Science ®Google Scholar
• Government Accountability Office. (2018). K-12 education: Discipline disparities for Black students, boys, and students with disabilities. (GAO–18-258). https://www.gao.gov/assets/700/690828.pdf
   Google Scholar
• Graham, L. J. (2018). Student compliance will not mean ‘all teachers can teach’: A critical analysis of the rationale for ‘no excuses’ discipline. International Journal of Inclusive Education, 22(11), 1242–1256. https://doi.org/10.1080/13603116.2017.1420254
   Web of Science ®Google Scholar
• Greenfield, P. M., Keller, H., Fuligni, A., & Maynard, A. (2003). Cultural pathways through universal development. Annual Review of Psychology, 54, 461–490. https://doi.org/10.1146/annurev.psych.54.101601.145221
   PubMed Web of Science ®Google Scholar
• Greenfield, P. M., Quiroz, B., & Raeff, C. (2000). Cross-cultural conflict and harmony in the social construction of the child. In S. Harkness, S. Raeff, and C.M. Super (Eds.), Variability in the social construction of the child (pp. 93–108). JosseyBass.
   Google Scholar
• Hamilton, M., & DeThorne, L. (2021, January). Volume and verve: Understanding correction/behavioral warnings in teacher-child classroom interactions involving an African American kindergarten student. Language, Speech, and Hearing Services in Schools, 52(1), 64–83. https://doi.org/10.1044/2020_LSHSS-19-00105
   PubMed Web of Science ®Google Scholar
• Harber, K. D., Gorman, J. L., Gengaro, F. P., Butisingh, S., Tsang, W., & Ouellette, R. (2012). Students’ race and teachers’ social support affect the positive feedback bias in public schools. Journal of Educational Psychology, 104(4), 1149–1161. https://doi.org/10.1037/a0028110
   Web of Science ®Google Scholar
• Harvey, K. E., Suizzo, M., & Jackson, K. M. (2016). Predicting the grades of low-income-ethnic-minority students from teacher-student discrepancies in reported motivation. The Journal of Experimental Education, 84(3), 510–528. https://doi.org/10.1080/00220973.2015.1054332
   Web of Science ®Google Scholar
• Hinze-Pifer, R., & Sartain, L. (2018). Rethinking universal suspension for severe student behavior. Peabody Journal of Education, 93(2), 228–243. https://doi.org/10.1080/0161956X.2018.1435051
   Google Scholar
• Ho, P., & Cherng, H. S. (2018). How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes. Social Science Research, 74, 132–145. https://doi.org/10.1016/j.ssresearch.2018.05.001
   PubMed Web of Science ®Google Scholar
• Hussar, W. J., & Bailey, T. M. (2019). Projections of education statistics to 2027 (NCES 2019–001). National Center for Education Statistics, U.S. Department of Education, U.S. Government Printing Office. https://nces.ed.gov/pubs2019/2019001.pdf
   Google Scholar
• Irizarry, J. G. (2015, March). What Latino students want from schools. Educational Leadership, 72(6), 66–71.
   Web of Science ®Google Scholar
• Jackson, C. K. (2014). Do college-preparatory programs improve long-term outcomes? Economic Inquiry, 52(1), 72–99. https://doi.org/10.1111/ecin.12040
   Web of Science ®Google Scholar
• Kamrath, B., & Brooker, T. (2017). Improved attitude and achievement: A case study of an elementary school academic advisement intervention. Professional School Counseling, 21(1), 1096–2409. https://doi.org/10.5330/1096-2409-21.1.60
   Google Scholar
• Khattab, N. (2015). Students’ aspirations, expectations, and school achievement: What really matters? British Educational Research Journal, 41(5), 731–748. https://doi.org/10.1002/berj.3171
   Web of Science ®Google Scholar
• Kim, Y., Calzada, E. J., Barajas-Gonzales, R. G., Huang, K., Brotman, L. M., Castro, A., & Pichardo, C. (2018). The role of authoritative and authoritarian parenting in the early academic achievement of Latinos students. Journal of Educational Psychology, 110(1), 119–132. https://doi.org/10.1037/edu0000192
   PubMed Web of Science ®Google Scholar
• Kim, Y., Chen, S., Hou, Y., Zeiders, K. H., & Calzada, E. J. (2019). Parental socialization profiles in Mexican-origin families: Considering cultural socialization and general parenting practices. Cultural Diversity & Ethnic Minority Psychology, 25(3), 439–450. https://doi.org/10.1037/cdp0000234
   PubMed Web of Science ®Google Scholar
• Kinsler, J. (2011). Understanding the black-white school discipline gap. Economics of Education Review, 30(6), 1370–1383. https://doi.org/10.1016/j.econedurev.2011.07.004
   Web of Science ®Google Scholar
• Kotok, S. Unfulfilled potential: High-achieving minority students and the high school achievement-gap in math. (2017). The High School Journal, 100(3), 183–202. Spring. https://doi.org/10.1353/hsj.2017.0007
   Google Scholar
• Lacoe, J., & Steinberg, M. P. (2018). Rolling back zero tolerance: The effect of discipline policy reform on suspension usage and student outcomes. Peabody Journal of Education, 93(2), 207–227. https://doi.org/10.1080/0161956X.2018.1435047
   Google Scholar
• Lorenzo-Blanco, E. I., Unger, J. B., Baezconde-Garbanati, L., Ritt-Olson, A., & Soto, D. (2012). Acculturation, enculturation, and symptoms of depression in Hispanic youth: The roles of gender, Hispanic cultural values, and family functioning. Journal Youth Adolescence, 41(10), 1350–1365. https://doi.org/10.1007/s10964-012-9774-7
   PubMed Web of Science ®Google Scholar
• Lozano, A., Watt, K. M., & Huerta, J. (2009). A comparison study of 12th grade Hispanic students’ college anticipations, aspirations, and college-preparatory measures. American Secondary Education, 38(1), 92–110.
   Google Scholar
• Mayer, M. J. (2009). Structural analysis of 1995–2005 school crime supplement datasets: Factors influencing students’ fear, anxiety, and avoidant behaviors. Journal of School Violence, 9(1), 37–55. https://doi.org/10.1080/153882209093153496
   Google Scholar
• Maynard, B. R., Kjellstrand, E. K., & Thompson, A. M. (2014). Effects of check and connect on attendance, behavior, and academics: A randomized effectiveness trial. Research on Social Work Practice, 24(3), 296–309. https://doi.org/10.1177/1049731513497804
   Web of Science ®Google Scholar
• Miller, A. L. (2012). Investigating social desirability bias in student self-report surveys. Educational Research Quarterly, 36(1), 30–47. https://files.eric.ed.gov/fulltext/EJ1061958.pdf
   Google Scholar
• Mogro-Wilson, C., Rojas, R., & Haynes, J. (2016). A cultural understanding of the parenting practices of Puerto Rican fathers. Social Work Research, 40(4), 237–248. https://doi.org/10.1093/swr/svw019
   Web of Science ®Google Scholar
• Morris, E. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of black girls in classrooms. Youth & Society, 38(4), 490–515. https://doi.org/10.1177/0044118X06296778
   Web of Science ®Google Scholar
• Mosqueda, E., & Maldonado, S. I. (2013). The effects of English language proficiency and curricular pathways: Latina/os’ mathematics achievement in secondary schools. Equity & Excellence in Education, 46(2), 202–219. https://doi.org/10.1080/10665684.2013.780647
   Google Scholar
• National Center for Education Statistics. (2019). Relationship between educational attainment and labor underutilization. https://nces.edu.gov/pubsearch/pubsinfo.asp?pubid=2019039
   Google Scholar
• O’Connor, N. (2009). Hispanic origin, socio-economic status, and community college enrollment. The Journal of Higher Education, 80(2), 121–145. https://doi.org/10.1080/00221546.2009.11772136
   Web of Science ®Google Scholar
• Office for Civil Rights (2019). 2015–16 Civil Rights Data Collection: School climate and safety. U.S. Department of Education. https://www2.ed.gov/about/offices/list/ocr/docs/school-climate-and-safety.pdf
   Google Scholar
• Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3–72. https://doi.org/10.1037//0033-2909.128.1.3
   PubMed Web of Science ®Google Scholar
• Perez-Brena, N. J., Updegraff, K. A., & Umaña-Taylor, A. J. (2015). Transmission of cultural values among Mexican-origin parents and their adolescent and emerging adult offspring. Family Process, 54(2), 232–246. https://doi.org/10.1111/famp.1211
   PubMed Web of Science ®Google Scholar
• Perilla, N. (2014). Leading the future: Rethinking principal preparation and accountability frameworks. Harvard Journal of Hispanic Policy, 26, 59–69. https://hjhp.hkspublications.org/hp-content/uploads/sites/15/2015/07/HJHP.volume.26.pdf
   Google Scholar
• Pesta, R. (2018). Labeling and the differential impact of school discipline on negative life outcomes: Assessing ethno-racial variation in the school-to-prison pipeline. Crime and Delinquency, 64(11), 1489–1512. https://doi.org/10.1177/0011128717749223
   Web of Science ®Google Scholar
• Plunkett, S. W., & Bámaca-Gómez, M. Y. (2003). The relationship between parenting, acculturation, and adolescent academics in Mexican-origin immigrant families in Los Angeles. Hispanic Journal of Behavioral Sciences, 25(2), 222–239. https://doi.org/10.1177/0739986303025002005
   Web of Science ®Google Scholar
• Reese, L., Balzano, S., Gallimore, R., & Goldenberg, C. (1995). The concept of educación: Latino family values and American schooling. International Journal of Educational Research, 23(1), 57–81. https://doi.org/10.1016/0883-0355(95)93535-4
   Google Scholar
• Reese, L., & Gallimore, R. (2000, February). Immigrant Latinos’ cultural model of literacy development: An evolving perspective on home-school discontinuities. American Journal of Education, 108(2), 103–134. https://doi.org/10.1086/444236
   Web of Science ®Google Scholar
• Riegle-Crumb, C. (2010). More girls go to college: Exploring the social and academic factors behind the female postsecondary advantage among Hispanic and white students. Research in Higher Education, 51(6), 573–593. https://doi.org/10.1007/s11162-010-9169-0
   Web of Science ®Google Scholar
• Sahin, A., Ekmekci, A., & Waxman, H. C. (2018). Collective effects of individual, behavioral, and contextual factors on high school students’ future STEM career plans. International Journal of Science and Mathematics Education, 16(1), 69–89. https://doi.org/10.1007/s10763-017-9847-x
   Web of Science ®Google Scholar
• Sánchez, B., Esparza, P., & Colón, Y. (2008). Natural mentoring under the microscope: An investigation of mentoring relationships and latino adolescents‘ academic performance. Journal of Community Psychology, 36(4), 468–482. https://doi.org/10.1002/jcop.20250
   Web of Science ®Google Scholar
• Santiago, C. D., Gudiño, O. G., Baweja, S., & Nadeem, E. (2014). Academic achievement among immigrant and U.S.-born Latino adolescents: Associations with cultural, family, and acculturation factors. Journal of Community Psychology, 42(6), 735–747. https://doi.org/10.1002/jcop.21649
   PubMed Web of Science ®Google Scholar
• Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8(4), 350–353. https://doi.org/10.1037/1040-3590.8.4.350
   Web of Science ®Google Scholar
• Schwartz, W. (2001). School practices for equitable discipline of african american students ( ERIC Digest Number 166). https://files.eric.ed.gov/fulltext/ED455343.pdf
   Google Scholar
• Shiu, A., Kettler, T., & Johnson, S. K. (2009). Social effects of Hispanic students enrolled in an AP class in middle school. Journal of Advanced Academics, 21(1), 58–82. https://doi.org/10.1177/1932202X0902100104
   Google Scholar
• Steidel, A. G. L., & Contreras, J. M. (2003). A new familism scale for use with Latino populations. Hispanic Journal of Behavioral Sciences, 25(3), 312–330. https://doi.org/10.1177/0739986303256912
   Web of Science ®Google Scholar
• Stewart Kline, D. M. (2016). Can restorative practices help to reduce disparities in school discipline data? A review of the literature. Multicultural Perspectives, 18(2), 97–102. https://doi.org/10.1080/15210960.2016.1159099
   Google Scholar
• Supple, A. J., Chazatian, S. R., Frabutt, J. M., Plunkett, S. W., & Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77(5), 1427–1433. https://doi.org/10.111/j.1467.8624.2006.00945.x
   PubMed Web of Science ®Google Scholar
• Taggart, A. (2011). The role of cultural discontinuity in the academic outcomes of racially and ethnically diverse high school students. [ Doctoral dissertation, The University of Texas at San Antonio]. ProQuest Dissertations & Theses Global Doctoral dissertation.
   Google Scholar
• Taggart, A., & Crisp, G. (2011). The role of discriminatory experiences on Hispanic students’ college choice decisions. Hispanic Journal of Behavioral Sciences, 33(22), 22–38. https://doi.org/10.1177/0739986310386750
   Google Scholar
• Taggart, A., & Paschal, J. (2019). The influence of equitable treatment on Latina/o high school students’ college aspirations. Journal of Latinos and Education, 18(4), 316–327. https://doi.org/10.1080/15348431.2017.1390465
   Web of Science ®Google Scholar
• Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Children, 66(3), 381–391. https://doi.org/10.1177/001440290006600308
   Web of Science ®Google Scholar
• Turcios-Cotto, V. Y., & Milan, S. (2013). Racial/ethnic differences in the educational expectations of adolescents: Does pursuing higher education mean something different to Latino students compared to white and black students? Journal of Youth and Adolescence, 42(9), 133–1412. https://doi.org/10.1007/s10964-012-9845-9
   Web of Science ®Google Scholar
• Tyler, K. M., Uqdah, A. L., Dillihunt, M. L., Beatty-Hazelbaker, R., Conner, T., Gadson, N., Henchy, A., Hughes, T., Mulder, S., Owens, E., Roan-Belle, C., Smith, L., & Stevens, R. (2008). Cultural discontinuity: Toward a quantitative investigation of a major hypothesis in education. Educational Researcher, 37(5), 280–297. https://doi.org/10.3102/0013189X08321459
   Web of Science ®Google Scholar
• Weiher, G. R., Hughes, C., Kaplan, N., & Howard, J. Y. (2006). Hispanic college attendance and the state of Texas GEAR UP program. Review of Policy Research, 23(5), 1035–1051. https://doi.org/10.1111/j.1541-1338.2006.00248.x
   Google Scholar
• Wienen, A. W., Reijenders, I., van Aggelen, M. H., Bos, E. H., Batstra, L., & de Jonge, P. (2019). The relative impact of school-wide positive behavior support on teachers’ perceptions of student behavior across schools, teachers, and students. Psychology in the Schools, 56(2), 232–241. https://doi.org/10.1002/pits.22209
   Web of Science ®Google Scholar
• Witenko, V., Mireles-Rios, R., & Rios, V. M. (2017). Networks of encouragement: Who’s encouraging Latina/o students and white students to enroll in honors and advance-placement (AP) courses? Journal of Latinos and Education, 16(3), 176–191. https://doi.org/10.1080/15348431.2016.1229612
   Web of Science ®Google Scholar
• Zarate, M. E., & Gallimore, R. (2005). Gender differences in factors leading to college enrollment: A longitudinal analysis of Latina and Latino students. Harvard Educational Review, 75(4), 383–408. https://doi.org/10.17763/haer.75.4.335158u5712h3366
   Web of Science ®Google Scholar
• Zarate, M. E., & Pineda, C. G. (2014). Effects of elementary school home language, immigrantgeneration, language classification, and school’s English learner concentration on Latinos’ high school completion. Teachers College Record, 116(2), 1–37. https://doi.org/10.1177/016146811411600207
   Web of Science ®Google Scholar