Understanding Academic Attitudes and Achievement in Mexican-Origin Youths: Ethnic Identity, Other-Group Orientation, and Fatalism.

Guzmán, Michele R.; Santiago-Rivera, Azara L.; Hasse, Richard F.

doi:10.1037/1099-9809.11.1.3

Cited by 44 publications

(40 citation statements)

References 36 publications

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“…In a sample of Mexican-origin adolescents, Guzman et al (2005) found that othergroup orientation was positively related to grade point average. These studies, while promising, are preliminary and need to be replicated in order to feel more confident about their findings.…”

Section: Other-group Orientation and Academic Achievementmentioning

confidence: 96%

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement

Cokley

Chapman

2008

Soc Psychol Educ

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Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at a historically Black university. A hypothesized path model was proposed that included ethnic identity, attitudes toward other ethnic groups, anti-white attitudes, perceptions of caring faculty, academic self-concept, and devaluing academic success. The path analysis model explained 27% of the variance in grade point average and revealed three direct effects on grade point average: (a) academic self-concept (positive), (b) devaluing academic success (negative), and (c) anti-white attitudes (negative). Ethnic identity was indirectly linked with grade point average (GPA) through academic self-concept and devaluing academic success. Tests of two alternative nested models suggest that even in an indirect role, ethnic identity may be more important than anti-white attitudes in a model of African American academic achievement.

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Section: Other-group Orientation and Academic Achievementmentioning

confidence: 96%

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement

Cokley

Chapman

2008

Soc Psychol Educ

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“…Two factors, fatalism (Basáñez et al, 2013;Guzmán, Santiago-Rivera, & Hasse, 2005) and perceived racial barriers (Wood et al, 2011), were barriers of motivation in this subcategory. The fourth subcategory is emotions related to learning.…”

Section: Plans For Higher Educationmentioning

confidence: 99%

“…This category is about ethnic minority student's identity and orientation toward their own ethnic minority culture or the majority culture in which they live. Ten factors were facilitators and positively related with motivation of ethnic minority students: majority acculturation (Lew et al, 1998), acculturation (Ramos & Sanchez, 1995), Anglo (majority) orientation (Flores et al, 2008), minority acculturation (Lew et al, 1998), ethnic (identity) centrality (Perreira et al, 2010), racial/ethnic identity (Shin, 2011), ethnic pride (Warner, 2008), othergroup orientation (Guzmán et al, 2005), ethnic affirmation and belonging (Perreira et al, 2010), and Africentric values (Shin, 2011). The factor acculturation in the included studies can be summarized as follows: "a process in which cultural behaviors and values are changed through contact with the dominant culture" (Ramos & Sanchez, 1995, p. 213).…”

Section: Plans For Higher Educationmentioning

confidence: 99%

Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Isik

Tahir

Meeter³

et al. 2018

Sage Open

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The aim of this study to create a comprehensive overview of factors that may influence motivation of ethnic minority students from their own perspective. A systematic review was conducted in PubMed, ERIC, and PsycINFO to find studies in which the motivation of ethnic minority students was studied. The articles reviewed were qualitatively synthesized by means of meta-ethnography, and were subjected to a quantitative meta-analysis where appropriate. Forty-five articles were included. Several factors were found to have either a positive or a negative influence on academic motivation, which can be classified into individual, family-related, school-related, and social factors. These factors should be taken into account when developing interventions aimed at enhancing motivation, which is expected to improve. However, evidence for the influence of most identified factors is weak, given that almost every factor was investigated in a single study only. Based on the outcomes of the current overview an integrative model, that provides a structure of the identified factors in relation to motivation which can be used for interventions, cannot be generated; thus, further research is needed.

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“…For instance, in their study with adolescents of Mexican descent, Fuligni et al (2005) found a positive relationship between ethnic identity and positive academic attitudes. Conversely, Guzmán et al (2005) did not find an association between ethnic identity and positive academic attitudes in their sample of Mexican American high school students. A potential cause of the contradictory results may stem from different conceptualizations and measurement of ethnic identity.…”

mentioning

confidence: 59%

Dynamics of Acculturation, Enculturation, and Ethnic Identity: Influence of Psychocultural Constructs on Conscientiousness and Expectations of Higher Education Among Latinos

Cano

Castillo

Davis

et al. 2012

Int J Adv Counselling

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This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4 % of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed.

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Understanding Academic Attitudes and Achievement in Mexican-Origin Youths: Ethnic Identity, Other-Group Orientation, and Fatalism.

Cited by 44 publications

References 36 publications

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement

The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement

Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Dynamics of Acculturation, Enculturation, and Ethnic Identity: Influence of Psychocultural Constructs on Conscientiousness and Expectations of Higher Education Among Latinos

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