Examining familial-based academic success factors in urban high school students: The case of puerto rican female high achievers

Marriage and Family Review

Volumn 43, Issue 1-2, 2008, Pages 140-163

  Antrop Gonzalez, Rene ^a,c   Velez, William ^b   Garrett, Tomas ^c  

^a School of Medicine   (United States)

^b Department of Sociology ^*  (United States)

^c UNIVERSITY OF WISCONSIN MILWAUKEE   (United States)

Author keywords

Academic achievement; High schools; Puerto Rican youth; Religiosity; Urban education; Youth of color

Indexed keywords

EID: 57749134319     PISSN: 01494929     EISSN: 15409635     Source Type: Journal    
DOI: 10.1080/01494920802013003     Document Type: Article

References (36)

1. Antrop-González, R. (2003). "This school is my sanctuary:" The Dr. Pedro Albizu Campos alternative high school. Journal of the Center for Puerto Rican Studies, 15, 232-255.
2. Artiles, A., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate. Journal of Special Education, 27, 410-438.
3. Carbonaro, W. J. (1998). A little help from my friend's parents: Intergenerational closure and educational outcomes. Sociology of Education, 71, 295-313.
4. Conchas, G. (2006). The color of success: Race and high-achieving urban youth. New York: Teachers College Press.
5. Conchas, G. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71, 475-504.
6. Cook, K. V. (2000). "You have to have somebody watching your back, and if that's God, then that's mighty big": The church's role in the resilience of inner-city youth. Adolescence, 35, 717-730.
7. Díaz, E. I. (1998). Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, 42, 105-122.
8. Flores-Gonzalez, N. (2002). School kids/street kids: Identity development in Latino students. New York: Teachers College Press.
9. Flores-González, N. (2000). The structuring of extracurricular opportunities and Latino student retention. Journal of Poverty, 4, 85-108.
10. Fordham, S., & Ogbu, J. U. (1986). Black students' school success: Coping with the burden of 'acting White.' The Urban Review, 18, 176-206.
11. Gándara, P. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. New York: SUNY Press.
12. Gibson, M. (1988). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University Press.
13. Hébert, T. P., & Reis, S. M. (1999). Culturally diverse high-achieving students in an urban high school. Urban Education, 34, 428-457.
14. Hidalgo, N. M. (2000). Puerto Rican mothering strategies: The role of mothers and grandmothers in promoting school success. In S. Nieto (Ed.), Puerto Rican students in U.S. schools (pp. 167-196). Mahwah, NJ: Lawrence Erlbaum.
15. Hine, C. Y. (1992). The home environment of gifted Puerto Rican children: Family factors which support high achievement. Proceedings of the third national research symposium on limited english proficient student issues: Focus on middle and high school issues (pp. 1-20). Washington, DC: United States Department of Education.
16. Jeynes, W. H. (2003). The effects of Black and Hispanic 12th graders living in intact families and being religious on their academic achievement. Urban Education, 38, 35-57.
17. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
18. Lee, S. J. (2001). More than "model minorities" or "delinquents": A look at Hmong American high school students. Harvard Educational Review, 71, 505-528.
19. Leedy, P. D. (1997). Practical research: Planning and design (6th ed.). Upper Saddle River, NJ: Merrill.
20. MacMillan, D., & Reschly, D. J. (1998). Overrepresentation of minority students: The case for greater specificity or reconsideration of the variables examined. Journal of Special Education, 32, 15-25.
21. Merriam, S. B. (1998). Qualitative research design and case study applications in education. San Francisco: Jossey-Bass.
22. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
23. Muller, C., & Ellison, C. G. (2001). Religious involvement, social capital, and adolescents' academic progress: Evidence from the national education longitudinal study of 1988. Sociological Focus, 34, 155-182.
24. Nieto, S. (2000). Puerto Rican students in U.S. schools: A brief history. In S. Nieto (Ed.), Puerto Rican students in U.S. schools (pp. 5-38). Mahwah, NJ: Lawrence Erlbaum.
25. Nieto, S. (1998). Fact and fiction: Stories of Puerto Ricans in U.S. schools. Harvard Educational Review, 68, 133-163.
26. Obiakor, F. E. (2001). It even happens in "good" schools: Responding to cultural diversity in today's classrooms. Thousand Oaks, CA: Corwin Press.
27. Ogbu, J. U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
28. Park, H. (2001). Religiousness as a predictor of academic performance among high school students. Journal of Research on Christian Education, 10, 361-378.
29. Reis, S. M., & Díaz, E. (1999). Economically disadvantaged urban female students who achieve in schools. The Urban Review, 3, 31-54.
30. Rolón, C. A. (2000). Puerto Rican female narratives about self, school, and success. In S. Nieto (Ed.), Puerto Rican students in U.S. schools (pp. 141-166). Mahwah, NJ: Lawrence Erlbaum.
31. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). New York: Teachers College Press.
32. Sikkink, D., & Hernández, E. (2003). Religion matters: Predicting schooling success among Latino youth (Vol. 2003.1). Notre Dame, IN: University of Notre Dame, Institute for Latino Studies.
33. Spring, J. (1994). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York: McGraw-Hill.
34. Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
35. Tesch, R. (1994). The contribution of a qualitative method: Phenomenological research. In M. Lagenbach, C. Vaughn, & L. Aagaard (Eds.), An introduction to educational research (pp. 143-157). Boston: Allyn & Bacon.
36. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: SUNY Press.