ABSTRACT

Discrimination is overwhelming immigrant communities across the U.S.A. and impacting educational outcomes and the fragmentation of families. This article employs intersectionality and Latina/o critical theory (LatCrit) as its theoretical framework to analyze education and the institution of familismo as a counterweight to anti-Latinx discrimination. Specifically, we investigate the relative importance of feeling discriminated against, family composition (dual-parent), and demographic variables (family composition, urbanicity – whether or not the student attends school in a city – region, SES, nativity) affect academic behavior for a national sample of Latinx students. Utilizing the National Center for Educational Statistics (NCES) High School Longitudinal Study (HSLS), we employed hierarchical regression modeling and found (1) that for females two-parent households had no effect on academic behavior when demographic variables were held constant; and (2) for males, those in households with more children possessed less positive academic behavior. Differences between female and male student groups speak to, among other things, the importance of educators employing more advanced theoretical frameworks and nuanced methodologies to fully understand the academic behaviors of Latinx students. Practice and policy recommendations that follow data findings are offered.

摘要

歧视正在席卷美国各地的移民社区，影响教育成果和家庭破碎。本文采用交叉性和拉丁/o批判理论（LatCrit）作为理论框架来分析教育和家庭主义制度作为反拉丁裔歧视的制衡。具体来说，我们调查了受歧视感、家庭构成（双亲）和人口变量（家庭构成、城市性——学生是否在城市上学——地区、社会经济地位、出生地）影响学术行为的相对重要性。全国拉丁裔学生样本。利用国家教育统计中心 (NCES) 高中纵向研究 (HSLS)，我们采用层次回归模型，发现（1）当人口变量保持不变时，对于女性来说，双亲家庭对学业行为没有影响；(2)对于男性来说，孩子较多的家庭中的男性学业行为积极性较低。除其他事项外，男女学生群体之间的差异表明，教育工作者采用更先进的理论框架和细致入微的方法来充分理解拉丁裔学生的学术行为的重要性。提供了根据数据发现的实践和政策建议。除其他事项外，男女学生群体之间的差异表明，教育工作者采用更先进的理论框架和细致入微的方法来充分理解拉丁裔学生的学术行为的重要性。提供了根据数据发现的实践和政策建议。除其他事项外，男女学生群体之间的差异表明，教育工作者采用更先进的理论框架和细致入微的方法来充分理解拉丁裔学生的学术行为的重要性。提供了根据数据发现的实践和政策建议。