Abstract The purpose of this study is to explore the relationship between various protective factors with academic outcomes of Latina/o high school students. We use two groups of protective influences, individual and family, and their relationship to 12th grade mathematics achievement, dropout rates, and enrollment in post-secondary education. Latent class analysis was used to identify academic protective profiles, or latent groups/classes, among high school Latina/o students (N = 1610) and assess group differences with respect to gender, SES, immigrant status, student’s native language, preschool attendance, and 10th grade mathematics. Results indicated the presence of four academic protective groups, which differed with respect to academic discussions with parents, and attitudes about mathematics. The four classes are compared with respect to academic outcomes and differences are discussed as well as implications for practice.

中文翻译：

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探索拉丁裔/ o学术成果的适应力：一种潜在的课堂方法

摘要这项研究的目的是探讨拉丁裔/高中生各种保护因素与学业成绩之间的关系。我们使用两组保护性影响力，即个人和家庭，以及它们与12年级数学成绩，辍学率和专上教育入学率的关系。潜伏类分析用于确定高中拉丁裔（o = 1610）学生的学术保护状况或潜伏群体/类，并评估性别，SES，移民身份，学生的母语，学龄前出勤，和10年级数学 结果表明存在四个学术保护小组，这与与父母进行的学术讨论以及对数学的态度有所不同。