Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Girls had significantly higher belonging (b = .15, p < .001) and achievement (b = .33, p < .001) than boys; parent education predicted GPA (b = .05, p < .001); non-Mexican Latinos showed lower belonging and dual-origin students lower GPA than Mexican-origin youth. → Morales-Chicas Jessica 2017

Evidence¶

Morales-Chicas Jessica 2017¶

Morales-Chicas Jessica, Graham Sandra. (2017). Latinos’ Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12292

q3 · i? · associational · r3

Covariate results from Model 2 of the hierarchical regression (n = 1,552 belonging; n = 1,525 GPA). The article also reports "non-Mexican Latinos when compared to Mexican-origin youth showed lower school belonging (b =.09, p < .05)" and dual-origin students had lower GPA (b =.24, p < .01). Coefficients are unstandardized.

"girls had significantly higher feelings of belonging (b = .15, p < .001) and achievement (b = .33, p < .001) in the sixth grade than did boys. In addition, as parent education level increased, GPA also increased (b = .05, p < .001)."

Discussion¶

Related Claims¶

• School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20) — related
• Girls report higher school engagement at time 1 and higher cumulative GPA than boys — related
• Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity — related
• Systematic racial, ethnic and gender differences in grades persist among students with the same test scores, attendance, courses and teachers — a broader claim this one bears on
• Black and Latinx students were less likely than their peers to be in the On-Track category, and within each race/ethnicity group boys were less likely to be on-track than girls — related
• Background characteristics independently predict 9th-grade off-track indicators: boys are 1.7 times as likely to be suspended and 3.5 times as likely to have a GPA below a C than girls — related
• School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools — related
• Students in higher grades report lower emotional engagement in science than third-grade students, with scores dropping below the grand mean from sixth grade onward — related
• Individual-difference themes (academic motivation, emotional stability, gender, race and ethnicity) are associated with school belonging — related
• Positive ethnic-racial affect is usually promotive but was linked to declining academic adjustment for Latino early adolescents in one study — related
• Small gaps in AVID experiences by gender, achievement, and grade, with girls, lower achievers, and tenth graders more positive — related
• Demographics predict school belonging: girls, urban youth, immigrants, and high-SES youth report higher belonging, while achievement is trivially related — related