A Causal Analysis of Achievement Models for Language Minority Students in the United States: A Linear Structural Relations (Lisrel) Approach

The purpose of the present study was to empirically test the validity of a theoretical model linking ethnic-language dominance, socio-economic status, and parental involvement to cognitive achievement and psychological orientation. An unbalanced, multi-group sample was randomly selected from the 1980 High School and Beyond national database. A total of 739 public high school sophomores with complete responses were sampled from three ethnic populations: Asian, Hispanic, and Anglo.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Wang, Lih-Shing Lilia

Contributors dc:contributor

• Cziko, Gary A.

• Education, General

Identifier

(UMI)AAI8823278

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69203