Family Socialization and Educational Achievement in Two Cultures: Mexican-American and Anglo-American. Working Paper No. 58.

Autor/inn/en	Anderson, James G.; Evans, Francis B.
Institution	Purdue Univ., Lafayette, IN. Inst. for the Study of Social Change.
Titel	Family Socialization and Educational Achievement in Two Cultures: Mexican-American and Anglo-American. Working Paper No. 58.
Quelle	(1973), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavioral Science Research; Cultural Background; Family Characteristics; Family Influence; Individual Development; Junior High School Students; Mexican Americans; Motivation; Parent Influence; Self Concept; Self Esteem; Socialization; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Individuelle Entwicklung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Hispanoamerikaner; psychologische; Motivation (psychologisch); Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Socialisation; Sozialisation; Schülerverhalten; Schulische Motivation
Abstract	The study has examined variations in family socialization practices among Anglo-Americans and Mexican-Americans and the effect of these practices on achievement values, self-concept, and educational achievement. Data were collected and analyzed on 102 junior high school students and their families. Factor analysis techniques and Guttmen Scaling were used to generate a series of measures that describe the achievement training and independence training that the child experiences in the home, his self concept, and achievement value orientations. The Mexican-Americans studied apparently experienced much less independence training than did their Anglo peers. Mexican-American boys in particular were granted little autonomy in decision making; had little confidence in their ability to succeed in school, and were fatalistic about the future despite the high level of achievement training to which they are exposed in the home. Results suggest that direct attempts to encourage greater academic effort on the part of the student may actually inhibit academic performance. In contrast, parental independence training results in significant gains in achievement among both groups. This is accomplished by increasing the student's confidence in coping with his physical and social environment, especially with the classroom situation where students are expected to perform independently. (Author/JMB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC