Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Taggart, Amanda

doi:10.1177/0739986318793810

Cited by 21 publications

(18 citation statements)

References 104 publications

(172 reference statements)

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“…. negatively affected in terms of their grades and test scores" (Taggart 2018). The most recent National Center for education Statistics (NCeS) data show that Latino students' participation in advanced coursework varies by parents' socioeconomic status (SeS), with participation rates ranging from 36 percent of Latino students in the lowest SeS quintile to 72 percent of Latino students in the highest quintile (Burns and Leu 2019).…”

Section: High School Quality and Academic Achievementmentioning

confidence: 99%

“…Finally, from a data perspective, Taggart (2018) notes in a systematic review of more than 15 years of research on Latino academic achievement that one-third of all the studies reviewed used data from one of four national datasets. While these datasets provide important insights, they were not necessarily developed with an intentional focus on Latino students, and subsequently may not capture critical masses of Latino students or include language that is culturally relevant.…”

Section: The Evolution Of College Success Framework Integrating Latino Studentsmentioning

confidence: 99%

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Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

Flores¹,

Carroll²,

Lyons³

2021

The ANNALS of the American Academy of Political and Social Scie

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While Latinos have seen an increase in college enrollment and attainment over the last decade, completion rates relative to non-Hispanic whites are stagnant, resulting in a steady or widening gap in the attainment of college degrees. This article summarizes research related to Latinos’ college success, highlighting the promise of Latino-attentive approaches for boosting college completion. We elaborate on how parental and teacher contributions and behaviors, family-level considerations of costs and benefits, and the value of a college degree at a community level present opportunities to increase Latinos’ attainment of postsecondary degrees. We also present an original multivariate assessment that indicates how the presence of Hispanic-serving institutions and in-state resident tuition benefits for immigrant students may raise the odds of college enrollment and completion rates for Latinos. Our findings suggest that incorporating Latino-attentive policies are beneficial to college completion among Latinos.

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Section: High School Quality and Academic Achievementmentioning

confidence: 99%

Section: The Evolution Of College Success Framework Integrating Latino Studentsmentioning

confidence: 99%

Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

Flores¹,

Carroll²,

Lyons³

2021

The ANNALS of the American Academy of Political and Social Scie

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show abstract

“…The idea was to create a teaching method that allows for the self-learning of students and trains the abilities of students to self-study, read, think, discuss, express, and write. Taggart ( 2018 ) explained it as teachers producing problem-oriented handouts for the new learning model of “cooperation and competition” among student teams, returning the stage to students and transforming teachers into hosts or guides, as well as giving the power in the learning process back to students to facilitate their learning interests, increase their various abilities, and enhance the comprehensive abilities of reading, thinking, expression, and writing. Sharestart, therefore, was the best method to train the self-expression, style, and thinking of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Key Factors in the Application of Sharestart to Enhance the Learning Attitude of Students

et al. 2021

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Under the background of globalization and the popularity of distance learning ande-learning channels provided on the Internet, teaching methods that encourage the self-directed learning of students are becoming popular. There is an increasing number of domestic teachers joining in the practice for change. The various teaching methods that make the students acquire critical thinking skills can be summarized as learning by doing, critical thinking learning, multiple assessments, team discussion teaching, and cooperative learning. With the teachers of the universities in Shanghai as the questionnaire analysis objects, a total of 360 copies of questionnaires were distributed, and 256 valid copies were retrieved, with the retrieval rate of 71%. The research results are summarized as follows. (1) The “mental adaptation and engagement of students” is the most emphasized dimension, followed by the “professional development of teachers,” “administration and parent support,” and “material and teaching strategy.” (2) The top five emphasized indicators, among 14, are the ordered cultivation of self-study and thinking habits, the development of the professional community for the collaborative lesson study of teachers, the support and cooperation of the president and the administration, adoption of heterogeneous grouping, and co-learning, discussion and cooperative learning. According to the results, it is expected to propose more definite practice directions for teachers intending to attempt such a teaching method, as well as provide some specific suggestions for the first movers of Sharestart.

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“…The paramount role of family in collectivist cultures also may influence ideas about the importance of learning. Different terms have been used in the literature to explain why family obligation drives achievement, including "relative functionalism" for Asians (Sue & Okazaki, 1990) and "familismo" for Latino Americans (Taggart, 2018). Conversely, commitment to family can undermine academic achievement.…”

Section: Cultural Valuesmentioning

confidence: 99%

Culture, cognition, and college: How do cultural values and theories of intelligence predict students’ intrinsic value for learning?

Donohue

2020

JCVE

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This research explored the cultural and cognitive factors that promoted college students’ intrinsic value for academic learning, which has been shown to be an important correlate of college students’ GPA. Cultural values and theories of intelligence were both hypothesized to predict students’ intrinsic value, but only cultural values were shown to be an important predictor in these relationships. Explanations and implications for these findings are explored.

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Latina/o Students in K-12 Schools: A Synthesis of Empirical Research on Factors Influencing Academic Achievement

Cited by 21 publications

References 104 publications

Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States

Key Factors in the Application of Sharestart to Enhance the Learning Attitude of Students

Culture, cognition, and college: How do cultural values and theories of intelligence predict students’ intrinsic value for learning?

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