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Hispanic ethnic identity and academic achievement for at-risk high school students
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Stepney, Cesalie. Hispanic ethnic identity and academic achievement for at-risk high school students. Retrieved from https://doi.org/doi:10.7282/T3PG1V2R

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TitleHispanic ethnic identity and academic achievement for at-risk high school students
NameStepney, Cesalie (author); Elias, Maurice J (chair); Leyro, Teresa (internal member); Bry, Brenna (internal member); Gregory, Anne (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2016
Other Date2016-10 (degree)
SubjectPsychology, Adolescence, Academic achievement, Hispanic American students
Extent1 online resource (vii, 90 p. : ill.)
DescriptionAdolescence is a period of identity exploration and development. In particular, ethnic identity forms an important aspect of identity for ethnic minority youth. Prior research has found that ethnic identity is related to positive psychosocial and academic outcomes among these populations. This study sought to expand the definition of ethnic identity for Hispanic youth to include other related aspects of identity, specifically acculturation, immigration status, and language use. Further, it was hypothesized that Hispanic Ethnic Identity would positively predict academic achievement. In addition, self-efficacy and social support were examined as potential mediators of this relationship. Data were collected in a majority Hispanic high school in a low-income neighborhood in New Jersey (82.61% Hispanic by school-report, 90.98% receiving free or reduced lunch). The sample consisted of 540 self-identified Hispanic students (Mean age = 17.15, 48.70% female, 61.11% born in the U.S.). Structural equation modeling was employed to a) test the newly defined Hispanic Ethnic Identity construct and b) test a model of the hypothesized relationships between Hispanic Ethnic Identity, academic achievement (as measured by end-of-year GPA), general self-efficacy, and perceived social support from teachers. Results revealed that contrary to the hypothesized model, there was a significant, but negative, direct relationship between Hispanic Ethnic Identity and GPA. However, there was also a positive mediation effect of Hispanic Ethnic Identity to academic achievement via self-efficacy. Differences were revealed by gender. Exploratory analyses were also conducted to test the model in Mexican-origin and Dominican-origin adolescents. Overall, results revealed that Hispanic Ethnic Identity impacted academic achievement via dual distinct pathways, with a negative direct effect and positive indirect effect on GPA. Implications and future directions are discussed.
NotePh.D.
NoteIncludes bibliographical references
Noteby Cesalie Stepney
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3PG1V2R
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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