Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence
Jan N HughesStephen G West

Abstract

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

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Citations

Aug 5, 2017·Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence·Jessica Morales-Chicas, Sandra Graham

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