The Relationship Between Cultural Identity and Achievement for Latino Youth in Oregon: An Explanatory Study

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dc.contributor.advisorMartinez, Charles
dc.contributor.authorKatsuda, Tasha
dc.date.accessioned2019-09-18T19:25:58Z
dc.date.available2019-09-18T19:25:58Z
dc.date.issued2019-09-18
dc.description.abstractDISSERTATION ABSTRACT Since 2011, the Latino K-12 population has been the fastest growing racial-ethnic group in our Oregon schools, representing 22.7% of the statewide student population (n = 131,089) in 2017 and 72.6% of the growth of 18,001 total students from 2011-12 to the 2016-17 school years (Oregon Department of Education, 2017). The rapid and large increase in the number and proportion of Latino students should translate into changes in school systems, structures, and practices. Outcome evidence shows that Oregon’s educational systems and services have not adjusted to the cultural and linguistic diversity reflected in our school communities. Oregon’s 2016-17 Statewide Report Card reflects disparity between Latino students and all students across multiple metrics: lower state assessment proficiency rates in English Language Arts and math, discipline disproportionality with 5.9% receiving one or more disciplinary referrals as compared to all students at 5.2%, and a 5.4% lower graduation rate, hovering at 69.4% (Oregon Department of Education, 2017). Though the overall dropout rates have remained relatively stable since 2005, the percentage of Latino students dropping out of school still exceeds their white counterparts despite high school attendance rates. Freshman on track reports show that Latinos are 77% are on track to graduate (as measured by credits earned) as compared to all students at 88% (ODE, 2017). These trends reveal inequities in our statewide systems, districts, and schools across the state, showing an even higher probability of poor outcomes for Latino students. This proposed study will use a descriptive, non-experimental design to examine the relationship between cultural identity of Latino adolescents, their sense of self-efficacy, and academic success. I will analyze quantitative data from the Adolescent Latino Acculturation Study (Martinez, McClure, Eddy, and Wilson, 2011) to explore the relationship between ethnic-cultural identity, self-efficacy, and academic achievement for Latino middle school students in Oregon. Findings from the study will contribute to the body of literature on cultural identity and support the development of effective interventions to improve the educational experiences and outcomes for students.en_US
dc.identifier.urihttps://hdl.handle.net/1794/24909
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectAcculturationen_US
dc.subjectCultural Identityen_US
dc.subjectCulturally Responsive Practicesen_US
dc.subjectDiscrimination Stressen_US
dc.subjectLatino Youthen_US
dc.subjectSelf Efficacyen_US
dc.titleThe Relationship Between Cultural Identity and Achievement for Latino Youth in Oregon: An Explanatory Study
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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