The relationship of academic achievement to the language use and language attitudes of bilingual Chicago youths of Mexican descent
The present study compares traits of Midwestern youths of Mexican descent from three separate academic levels: high school dropouts (HSD), high school students (HSS), and college students (CS). Data for the study were obtained by means of a questionnaire that included sociodemographic information (e.g. ethnic identity, socioeconomic status), academic information (e.g. grade retention, grade paint average), as well as sociolinguistic information regarding the use of and attitudes toward Spanish and English. HSD informants were interviewed orally; HSS and CS informants filled out a written version of the HSD interview.
Education, Bilingual and Multicultural, Language, Modern, Education, Secondary, Education, Higher
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign