Education Commons^™

A Study Of The Relationship Of Socioeconomic Status & Student Perceptions Of School Effectiveness To Academic Achievement Of Engineering Students, Geronimo Mendoza Meraz

Masters Theses & Specialist Projects

The purpose of this study was to examine the relative contribution of socioeconomic status and student perceptions of school effectiveness to academic achievement in engineering students. The variables representing the general factor of socioeconomic status were 1) father’s occupation, 2) father’s schooling, 3) mother’s schooling, 4) family income, and 5) family’s community population. The variables representing student perceptions of school effectiveness were: 1) help seeking factor, 2) professional preparation factor, 3) experience factor, 4) outside classroom activity factor, 5) personal encouragement factor, and 6) delivery factor.

A question was developed for this specific study and was completed by 110 senior …

The Desegregated School And Status Relationships Among Anglo And Hispanic Students, Peter Iadicola, Helen A. Moore

Department of Sociology: Faculty Publications

Desgregated elementary school students display verbal and non-verbal indicators of status relationships in a structured, videotaped interaction game. Both Hispanic and Anglo third grade student responses are analyzed across ten schools for a case study of factors that influence racial/ethnic integration outcomes. Variance in student outcomes are primarily explained by socioeconomic dimensions of the schools. These findings suggest that school desegregation poses a contradiction for Hispanic students.

Hispanic Women: Schooling For Conformity In Public Education, Helen A. Moore

Department of Sociology: Faculty Publications

The educational experiences of Latinas are tied to norms of an Anglocentric and androcentric school system. Based on a sample of 1,000 male and female Hispanic and Anglo elementary school students, we analyze teacher expectations for three dimensions: behavioral, social and academic achievements. Teachers do rate Hispanic females as more conforming to the behavioral norms of the school. Regression analyses indicate that higher teacher ratings are assigned to Hispanic females who combine high academic scores with low scores on behavioral conformity norms. These findings indicate that teachers reward assertiveness, leadership and action when considering future student success. The dilemmas of …