Identity and motivation among hispanic english language learners in disparate educational contexts;Identidad y motivación entre alumnos hispanos que aprenden inglés en contextos educativos diferenciados

Education Policy Analysis Archives

Volumn 18, Issue , 2010, Pages 1-33

  López, Francesca ^a  

^a MARQUETTE UNIVERSITY   (United States)

Author keywords

Achievement; English language learners; Language acquisition policies; Motivation

Indexed keywords

EID: 77955500525     PISSN: None     EISSN: 10682341     Source Type: Journal    
DOI: None     Document Type: Article

References (122)

1. Acts of the 67th Texas Legislature (1981).
2. Antunez, B. (2002). The preparation and professional development of teachers of English language learners. ERIC Clearinghouse on Teaching and Teacher Education. Publication no. ED477724.
3. Arizona Revised Statutes § 15-751 (2000).
4. August, D., & Calderón, M. (2006). Teacher beliefs and professional development. In D. August & T. Shanahan (Eds.). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum Associate, Publishers.
5. Baker, K. A., & de Kanter, A. A. (1981). Effectiveness of bilingual education: A review of the literature. Washington, D.C.: U.S. Department of Education, Office of Planning, Budget and Evaluation.
6. Baker, K., & de Kanter, A. (1983). An answer from research on bilingual education. American Education, 56, 157-169.
7. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 181-215.
8. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
9. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
10. Banks, J. A. (1993). Chapter 1: Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
11. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice expectancies. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research of multicultural education (pp. 3-24), San Francisco, CA: Jossey-Bass.
12. Banks, C., & Banks, J. (1995). Equity pedagogy: An essential component of multicultural education. Theory Into Practice, 34, 152-158.
13. Barnett, S. W., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 277-293.
14. Bilingual Education Act. P. L. 90-247, (Jan. 2, 1968), 81 Stat. 816, 20 U.S.C.A. 880(b).
15. Blanton, C. K. (2004). The strange career of bilingual education in Texas, 1836-1981. College Station, TX: Texas A&M University Press.
16. Born, D. O. (1970). Psychological adaptation and development under acculturative stress: Toward a general model. Social Science and Medicine, 3, 529-547.
17. Bracey, G. W. (2006). Reading educational research: How to avoid getting statistically snookered. Portsmouth, NH: Heinemann.
18. Brophy, J., & Good, T. L. (2007). Looking in classrooms (10th ed.). New York: Allyn & Bacon. California Education Code §§ 300-340 (1998)
19. Carter, T. P. (1970). Mexican Americans in school: A history of educational neglect. New York: College Entrance Examination Board.
20. Castañeda v. Pickard, 648 F.2d 989 (5th Cir. 1981).
21. Chávez, D. V., Moran, V. R., Reid, S. L., & López, M. (1997). Acculturative stress in children: A modification of the SAFE scale. Hispanic Journal of Behavioral Sciences, 19, 34-44.
22. Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66, 42-46.
23. Cohen, J. (1968). Weighted kappa: Nominal scale agreement with provision for scaled disagreement or partial credit. Psychological Bulletin, 70, 213-219.
24. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hillsdale, NJ: Erlbaum.
25. Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2, 1-20.
26. Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jiménez, A. (2005). Bilingualism for the children: Implementing a dual-language program in an English-only state. Educational Policy, 19, 701-728.
27. Cooley, C. H. (1902). Human Nature and the social order. New York: Scribner's.
28. Crawford, J. (2000). Anatomy of the English-only movement. In J. Crawford (Ed.), At war with diversity: U.S. language policy in an age of anxiety (pp. 4-30). Clevedon, UK: Multilingual Matters.
29. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251.
30. DeGarmo, D. S., & Martinez, C. R. (2006). A culturally informed model of academic well-being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55, 267-278.
31. De León, A. (1983). They called them greasers: Anglo attitudes toward Mexicans in Texas, 1821- 1900. Austin, TX: University of Texas Press.
32. Deschenes, S., Cuban, L., & Tyack, D. B. (2001). Mismatch: Historical perspectives on schools and students who don't fit them. Teachers College Record, 102, 525-547.
33. Dweck, C. S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychology of education (pp. 87-136). Hillsdale, NJ: Erlbaum.
34. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford Press.
35. Eccles, J., Midgley, C., & Adler, T. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), The development of achievement motivation (pp. 283-331). Greenwich, CT: JAI.
36. Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A., & Yee, D. (1989). Selfconcepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
37. Equal Education Opportunity Act. 20 U.S.C. Sec. 1703.
38. Erikson, E. (1968). Identity: Youth and crisis. New York: Norton.
39. Fry, R. (2003). Hispanic youth dropping out of U. S. schools: Measuring the challenge. Pew Hispanic Center Report. Retrieved from http://pewhispanic.org/files/reports/19.pdf
40. Galindo, L. D. (1993). Bilingualism and language variation among Chicanos in the Southwest. In A. W. Glowka & D. M. Lance (Eds.), Language variation in North American English: Research and teaching (pp. 199-218). New York: Modern Language Association.
41. Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36, 45-56.
42. Gándara, P., & Rumberger, R. (2009). Immigration, language, and education: How does language policy structure opportunity? Teachers College Record, 111, 750-782.
43. Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R., (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11. Retrieved from http://epaa.asu.edu/epaa/v11n36/
44. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
45. Genesee, F. (1983). Bilingual education of majority-language children: The immersion experiments in review. Applied Pscyholinguistics, 4, 1-46.
46. Gersten, R., & Woodward, J. (1995). A longitudinal study of transitional and immersion bilingual education programs in one district. Elementary School Journal, 95, 223-240.
47. González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York: Routledge.
48. Gonzalez, R., & Ayala-Alcantar, C. U. (2008). Critical caring: Dispelling Latino stereotypes among preservice teachers. Journal of Latinos and Education, 7, 129-143.
49. González, R., & Padilla, A. M. (1997). The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral Sciences, 19, 301-317.
50. Greene, J. (1998). A meta-analysis of the effectiveness the Rossell & Baker review of bilingual education research. Bilingual Research Journal, 21, 102-122.
51. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
52. Harter, S. (1985). The Self-Perception Profile for Children. Unpublished manuscript.
53. Holleran, L. K., & Jung, S. (2005). Acculturative stress, violence, and resilience in the lives of Mexican-American youth. Stress, Trauma, and Crisis, 8, 107-130.
54. Irvine, J. J. (1992). Making teacher education culturally responsive. In M. E. Dilworth (Ed.), Diversity in teacher education: New expectations (pp. 79-82). San Francisco, CA: Jossey- Bass.
55. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
56. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
57. Ladson-Billings, G. (1995a). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
58. Ladson-Billings, G. (1995b). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159-165.
59. Lau v. Nichols, 414 U.S. 563 (1974).
60. Leibowitz, A. H. (1971). Educational policy and political acceptance: The imposition of English as the language of instruction in American schools. Washington, DC: Center for Applied Linguistics. (Eric Document Reproduction Service No. 047321)
61. Lindolm-Leary, K. J. (2001). Dual language education. Tonawanda, NY: Multilingual Matters Ltd.
62. López, F. (2008, March 28). Educational policy and English language learner performance: NAEP and state assessments. Paper presented at the annual meeting of the American Psychological Association, Boston, MA.
63. López, F., & McEneaney, E. (2009). English language learners and state implementation of language acquisition policies. Manuscript submitted for publication (copy on file with author).
64. Lyons, J. (1995). The past and future directions of federal bilingual education policy. In C. Baker (Ed.), Policy and practice in bilingual education: Extending the foundations (pp. 1-15). Clevedon, UK: Multilingual Matters.
65. Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280-295.
66. Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 82, 417-430.
67. Marsh, H. W., & Shavelson, R. (1985). Self-concept: It's multifaceted hierarchical structure. Educational Psychologist, 20, 107-123.
68. McCaslin, M. (2007). Construct analyses of student disposition toward school: Technical report. University of Arizona: Tucson, AZ.
69. McCaslin, M. (2008). Learning motivation: The role of opportunity. Teachers College Record, 110, 2408-2422.
70. McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist. 44, 137-146.
71. McCaslin, M., & Burross, H. (2008). Student motivational dynamics. Teachers College Record, 110, 9-9.
72. McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812-825.
73. McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74, 498-515.
74. Mead, G. H. (1934). Mind, self, and society from the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press.
75. Meece, J. L., & Kurtz-Costes, B. (2001). Introduction: the schooling of ethnic minority children and youth. Educational Psychologist, 36, 1-7.
76. Mena, F. J., Padilla, A. M., & Maldonado, M. (1987). Acculturative stress and specific coping strategies among immigrant and later generation college students. Hispanic Journal of Behavioral Science, 9, 207-225.
77. Menken, K., & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient (LEP) students. National Clearinghouse for Bilingual Education. Publication No. ED-99-CO-0007.
78. National Assessment of Educational Progress (NAEP). (2007). Mapping 2005 state proficiency standards onto the NAEP scales. U.S. Department of Education, Institute of Education Sciences. NCES 2007-482. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies/2007482.pdf
79. National Center for Education Statistics. (2008). The Condition of Education 2008 (NCES 2008-031), Indicator 23.
80. Nieto, S. (1999). The light in their eyes. New York: Teachers College Press.
81. No Child Left Behind Act of 2001 (NCLB), Pub. L. No. 107-110.
82. Ovando, C. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal, 27, 1-25
83. Padilla, A. M. (1980). The role of cultural awareness and ethnic loyalty in acculturation. In A. M. Padilla (Ed.), Acculturation: Theory, models and some new findings (pp. 47-84). Boulder, CO: Westview.
84. Padilla, A. M., & Gonzalez, R. (2001). Academic performance of immigrant and U.S.-born Mexican heritage students: Effects of schooling in Mexico and Bilingual/English language instruction. American Educational Research Journal, 38, 727-742.
85. Padilla, A. M., & Sung, H. (1992). A theoretical and pedagogical framework for bilingual education based on principles from cognitive psychology. In R. V. Padilla & A. H. Benavides (Eds.), Critical Perspectives on Bilingual Education. Arizona: Bilingual Press.
86. Proposition 203, Arizona Revised Statutes § 15-751 (2000).
87. Redfield, R. Linton, R., & Herskovits, M. J. (1936). Memorandum for the study of acculturation. American Anthropologist, 38, 149-152.
88. Ricento, T. (1996). The courts, the legislator and society: The shaping of federal language policy in the United States. In D. Kibee (Ed.), Language legislation and linguistic rights (pp. 123-141). Philadelphia: John Benjamins.
89. Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Boston, MA: Houghton Mifflin.
90. Rolstad, K., Mahoney, K., & Glass, G. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19, 572-594.
91. Rossell, C. (2002). Dismantling bilingual education implementing English immersion: The California initiative. San Francisco, CA: Public Policy Institute of California.
92. Rossell, C., & Baker, K. (1996). The educational effectiveness of bilingual education. Research in the Teaching of English, 30, 7-69.
93. Salazar, J. J. (1998). A longitudinal model for interpreting thirty years of bilingual education research. Bilingual Research Journal, 22, 1-12.
94. Schunk, D. H, & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.
95. Sirin, S. (2005). Socioeconomic status and student achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-453.
96. Slavin, R. E., & Cheung, A. (2003). A synthesis of research on language of reading: Instruction for English language learners. Review of Educational Research, 15, 247-284.
97. State Board of Education. (1971, June). Statewide Design for Bilingual Education. Agenda: June 5, 1971. Austin, TX: Texas Education Agency. Retrieved from http://www.tea.state.tx.us/research/prr10/lepdev.html
98. Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
99. Stipek, D. J. (1984). Young children's performance expectations: Logical analysis or wishful thinking? In J. G. Nicholls & M. L. Maehr (Eds.) Advances in motivation and achievement (Vol. 3, pp. 33-56). Greenwich, CT: JAI Press.
100. Stipek, D. J., & Mac Iver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521-538.
101. Stritikus, T. T., & Garcia, E. (2003). The role of theory and policy in the educational treatment of language minority students: Competitive structures in California. Education Policy Analysis Archives, 11. Retrieved from http://epaa.asu.edu/epaa/v11n26/
102. exas State Board for Educator Certification. Retrieved at http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp
103. Thomas, W. P., & Collier, V. (1997). School Effectiveness for Language Minority Students. Washington, DC: National Clearinghouse for Bilingual Education.
104. Trueba, H. T., Guthrie, G. P., & Au, K. H. (1981). Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, Massachusetts: Newbury House Publishers.
105. U.S. Department of Education. Common core of data. Retrieved from http://nces.ed.gov/ccd/
106. Valencia, R. R., & Black, M. S. (2002). Mexican-Americans don't value education! On the basis of the myth, mythmaking, and debunking. Journal of Latinos and Education, 1, 81-103.
107. Weisskirch, R. S., & Alva, S. A. (2002). Language brokering and the acculturation of Latino children. Hispanic Journal of Behavioral Sciences, 24, 369-381.
108. Wiedemann, C. F., & Fenster, C. A. (1978). The use of chance corrected percentage of agreement to interpret the results of a discriminant analysis. Educational and Psychological Measurement, 38, 29-35.
109. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
110. Wigfield, A., Eccles, J., Mac Iver, D., Reuman, D., & Midgley, C. (1991). Transitions at early adolescence: Changes in children's domain-specific self-perceptions and general selfesteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
111. Wigfield A., Eccles, J. S., Yoon, K. S., Harold, R. D., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
112. Wigfield, A., & Wagner, A. L. (2005). Competence, motivation, and identity development during adolescence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York: Guilford Press.
113. Wiley, T. G., & Wright, W. E. (2004). Against the undertow: Language-minority education policy and politics in the "age of accountability," Educational Policy, 18, 142-168.
114. Williams, C. L., & Berry, J. W. (1991). Primary prevention of acculturative stress among refugees: Application of psychological theory and practice. American Psychologist, 46, 632-641.
115. Willig, A. C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55, 269-317.
116. Wright, W. E. (2005a). The political spectacle of Arizona's Proposition 203. Educational Policy, 19, 662-700.
117. Wright, W. E. (2005b). English language learners left behind in Arizona: The nullification of accommodations in the intersection of federal and state policies. Bilingual Research Journal, 29, 2-29.
118. Wylie, R. C. (1974). The self-concept (Vol. 1). Lincoln: University of Nebraska Press.
119. Wylie, R. C. (1979). The self-concept (Vol. 2). Lincoln: University of Nebraska Press.
120. Wylie, R. C. (1989). Measures of the self-concept. Lincoln: University of Nebraska Press.
121. Zehr, M. A. (2009). Graduation rates on ELLs a mystery. Education Week, Retrieved from www.edweek.org/ew/articles/2009/09/04/03ellgrads.h29.html
122. Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Selfregulated learning and practice. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509-526). New York: Guilford Press.