Academic identity, parental socialization, and teacher support of charter school Latinx adolescents

Latinx students continue to lag behind other students in academic achievement across their academic career. One variable that has significantly predicted academic achievement in adolescents is their level of academic identity. The proposed study will measure the relationship between Latinx adolescents’ (ages 10 to 15 years old) academic identity on two dimensions (i.e., intrinsic value and belonging) and their parental academic socialization (PAS), as well as the teacher academic support they receive at a local charter school. The study will use correlation, as well as a regression analysis to examine the variance explained in academic identity when regressed on PAS and teacher academic support.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Educational Psychology

Grantor

The University of Texas at Austin

Year dc:date.issued

2018

Author dc:creator

• Barron, Joseph Martin

Advisor dc:contributor.advisor

• Rodriguez, Erin M.

• Academic identity
• Latino
• Latinx adolescents
• Charter schools
• Latinx students
• Academic achievement
• Parental academic socialization
• Teacher academic support

Language dc:language.iso

en

Identifier

doi:10.15781/T2ZS2KX31

OAI identifier oai:identifier

oai:repositories.lib.utexas.edu:2152/65767