The following study is a secondary data analysis of data collected in the first wave of the California Families Project investigating the impact that discrimination in academic settings may have on academic outcomes of Mexican American youths. Primary socialization theory offers a conceptual framework of competing socialization influences bearing particular relevance in understanding the role of discrimination in Mexican American youths. The present investigation also seeks to clarify the protective role of various parenting practices in regarding academic achievement. Three hundred sixty-five Mexican American families were surveyed and results indicated that discrimination significantly predicted negative academic self-efficacy and poorer academic performance in crystallized measures of ability (i.e., verbal skills) but not a performance-based task (i.e., visuospatial skills and processing speed). Findings suggested that the influence of parenting in mitigating discrimination for fifth graders is limited.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-2081 |
| Date | 01 December 2011 |
| Creators | Richards, Spencer M. |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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