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AN INVESTIGATION OF FACTORS RELATING TO SCHOOL SUCCESS OF A SELECTED GROUP OF HISPANIC AND ANGLO STUDENTS BY David L. Lightfoot A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1980 fl ..«;m‘\~ .xxfxm. ‘. ABSTRACT AN INVESTIGATION OF FACTORS RELATING TO SCHOOL SUCCESS OF A SELECTED GROUP OF HISPANIC AND ANGLO STUDENTS BY David L. Lightfoot Purpose of the Study The purpose of this study was to investigate the factors which contribute to school success among Hispanic and Anglo students to determine what, if any, significant differences exist between the two population groups. It is suggested from a review of the literature that the following variables are important to school success: family, peer relationships, academic achievement and the role of the teacher, extra-curricular activities, future orienta- tion, and demoqraphy. This study sought to ascertain the impact of these variables upon a group of Hispanic and Anglo students at Holland, Michigan, High School. Procedures Data were gathered using a research questionnaire designed by the author. The questionnaires were admin- istered in January of 1980 to 306 students at Holland High School with 290 or 94.7% usable returns. The final sample group included 145 Hispanic and 145 Anglo students in David L. Lightfoot Grades 10-12. Statistical procedures used to analyze the research questions include the One-Way Analysis of Variance and the Two-Way Analysis of Variance techniques, Crosstabulation, and Descriptive Statistics: frequency counts, means, and variances. Independent variables analyzed included race, sex, and grade level. Findings of the Study 1. Race plays a minor role in student perception of family support for and interest in school. Family support increases as grade level increases. 2. Hispanics appeared less influenced by peer pressure than Anglos. Males reported less positive attitude toward peers than females. 3. Hispanics reported a more negative response toward traditional school values such as grades, attendance, school rules and discipline than Anglos. Males were more negative than females, and acceptance increased as grade level increased. 4. Extra-curricular activities did not appear to pos- itively influence either group surveyed. 5. Both Hispanics and Anglos surveyed appeared to be highly future oriented. Females report signif- icantly more future orientation than males. Conclusion Factors which the author suggested were responsible for the similarity of student response were: The selection of a non-college oriented Anglo group. The relative isolation of the Hispanic community. The stability of the Hispanic community. The nature of the Hispanic culture. The social mixing of the races. The general lack of interest in extra—curricular activities. O‘U’loBWNl-J I DEDICATION This thesis is dedicated to my family: my daughter, Susan; my son, John; but most to my wife, Janet. Their sacrifices, love, and support have made this dissertation a reality. ii ACKNOWLEDGMENTS The cooperation, support, and encouragement of others have been essential to the success of this study, and the author wishes to express his sincere appreciation to the following persons: To Dr. Philip Cusick, Committee Chairman, for his guidance, assistance, patience, friendship, and good humor in helping me see this study to its conclusion; To the other members of my Guidance Committee, Dr. Phillip Marcus, Dr. Louis Romano, and Dr. Keith Anderson for their interest and efforts on my behalf in the comple- tion of this study; To Mr. Fred Bertsch, former principal of Holland High School, for his belief in and support of me and my educational study; To Mr. Donald Ihrman, superintendent of the Holland Public Schools, for allowing me the time and giving me the encouragement to pursue a doctoral program; To Mrs. Necia Black for her invaluable help in design, computer programming, and statistics; and to Mrs. Ila Schutt for her help in the final manuscript preparation. Her long hours and dedication to the task were greatly appreciated. iii TABLE OF CONTENTS LIST OF TABLES O O O O C O O O O O O O O O O O O 0 LIST OF APPENDICES O O O O O O O O O O O O O O O 0 Chapter I. II. III. IV. NATURE OF THE INVESTIGATION . . . . . . . Introduction . . . . . . . . . . . . . . . Description of the Community and School. . Purpose of the Study . . . . . . . . . . . Research Questions to be Explored. . . . . Definition of Terms. . . . . . . . . . . . Significance of the Study. . . . . . . . . Limitations of the Study . . . . . . . . . Overview of the Dissertation . . . . . . . REVIEW OF THE LITERATURE O O O O O O O O 0 Hispanic Culture and Education . . . . . . Hispanic Dropouts and the Literature . . . Hispanics and School Success . . . . . . . Hispanics and Traditional Anglo Education. Hispanics and Cultural Education . . . . . The Role of the Teacher in Hispanic Education. . . . . . . . . . . . . . . . Summary. . . . . . . . . . . . . . . . . . DES IGN OF THE STUDY 0 O O O O O O O O O 0 Research Questions . . . . . . . . . . . . Sample Population. . . . . . . . . . . . . Instrumentation. I O O O O O O O O O O O 0 Statistical Analysis . . . . . . . . . . . ANALYSIS OF THE DATA . . . . . . . . . . . Introduction . . . . . . . . . . . . . . . iv Page vi ix 11 11 13 14 15 16 17 17 28 39 42 45 47 50 56 57 58 60 64 67 67 Chapter General Characteristics of the Sample . Student Attitudes Toward Variables in the Study. . . . . . . Hispanic and Angl Expected, Certain. . Summary . . . . . . . Schoo lin Wan V. SUMMARY, FINDINGS, CONCLUSIONS, TIONS. O O O O O O 0 Summary . . . . . . . Methodology . . . . . Findings. . . . . . . Discussion of Findings Conclusions . . . . . Recommendations . . . BIBLIOGRAPHY . . . . . . . . APPENDICES O O O I O O O O O ted, RECOMMENDA- Page 68 72 103 108 110 110 111 113 115 118 119 122 128 Table 1.1 3.1 4.1 4.10 4.11 LIST OF TABLES Page HISPANIC AND ANGLO DROPOUTS AND GRADUATES STUDENT POPULATION GROUPS AT HOLLAND HIGH SCHOOL. 0 O O O O O O O O O C O O O O O O O O O 59 ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY RACE. 0 C C C C C C C O O C O C O C O O O O O O 69 ANALYSIS OF HISPANIC SAMPLE DISTRIBUTION BY SUBGROUP O O O C O O O O O O O O C C O O O O 6 9 ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY SEX. . . 7O ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY GRADE 0 O O O O O O O O O O O O O O O C O O O O 7 l FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO HISPANIC ATTITUDES TOWARD FAMILY O O O O O O C O O O O O O C C O O 7 3 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO ANGLO ATTITUDES TOWARD FAMILY . C C O C C O O O O O O O O O O O 7 4 RESULTS OF TESTING VARIABLE FAMILY BY RACE (R1) AND SEX (V51) BY USING TWO-WAY ANOVA. . . . . . 76 RESULTS OF TESTING VARIABLE FAMILY BY RACE (R1) AND GRADE (V53) BY USING TWO-WAY ANOVA. . . . . 77 MEANS AND STANDARD DEVIATIONS, CLASSIFIED BY RACE AND DEPENDENT VARIABLES. . . . . . . . . . 78 MEANS AND STANDARD DEVIATIONS, CLASSIFIED BY SEX AND DEPENDENT VARIABLES . . . . . . . . . . 79 MEANS AND STANDARD DEVIATIONS, CLASSIFIED BY GRADE AND DEPENDENT VARIABLES . . . . . . . . . 80 vi Page FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION" NAIRE ITEMS RELATED TO HISPANIC ATTITUDES TOWARD PEERS O O O C O O O C O O O O O O O O O O 8 1- FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO ANGLO ATTITUDES TOWARD PEERS O O O O C O O O O O O C O C O O O O O O O 82 RESULTS OF TESTING VARIABLE PEERS BY RACE (R1) AND SEX (V51) BY USING TWO-WAY ANOVA. . . . . . 84 RESULTS OF TESTING VARIABLE PEERS BY RACE (R1) AND GRADE (V53) BY USING TWO-WAY ANOVA. . . . . 85 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO HISPANIC ATTITUDES TOWARD SCHOOL INTEGRATION . . . . . . . . . . . 86 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO ANGLO ATTITUDES TOWARD SCHOOL INTEGRATION. . . . . . . . . . . . . . . 87 RESULTS OF TESTING VARIABLE INTEGRATION BY RACE (R1) AND GRADE (V53) BY USING TWO-WAY ANOVA . . 89 RESULTS OF TESTING VARIABLE INTEGRATION BY RACE (R1) AND SEX (V51) BY USING TWO-WAY ANOVA . . . 90 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO HISPANIC ATTITUDES TOWARD EXTRA-CURRICULAR ACTIVITIES. . . . . . . 91 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO ANGLO ATTITUDES TOWARD EXTRA-CURRICULAR ACTIVITIES. . . . . . . 92 RESULTS OF TESTING VARIABLE EXTRA-CURRICULAR BY RACE (R1) AND SEX (V51) BY USING TWO-WAY AN OVA 0 O O O O O O O O O C C O O O O O O O O O 9 4 RESULTS OF TESTING VARIABLE EXTRA-CURRICULAR BY RACE (R1) AND GRADE (V53) BY USING TWO-WAY ANOVA . O O O O O I O O O O O C O O O O C O O C 9 5 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO HISPANIC ATTITUDES TOWARD FUTURE ORIENTATION . . . . . . . . . . . 96 vii Table Page 4.25 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTION- NAIRE ITEMS RELATED TO ANGLO ATTITUDES TOWARD FUTURE ORIENTATION. . . . . . . . . C . . . O . 97 4.26 RESULTS OF TESTING VARIABLE FUTURE BY RACE (R1) AND SEX (V51) BY USING TWO-WAY ANOVA. . . . . . 99 4.27 RESULTS OF TESTING VARIABLE FUTURE BY RACE (R1) AND GRADE (V53) BY USING TWO-WAY ANOVA. . . . . 100 4.28 RESULTS OF TESTING VARIABLE FAMILY BY RACE BY ONE-WAY ANOVA. o o o o o o o o o o o o o o o 101 4.29 RESULTS OF TESTING VARIABLE PEERS BY RACE BY ONE-WAY ANOVA. o o o o o o o o o o o o o o o 101 4.30 RESULTS OF TESTING VARIABLE INTEGRATION BY RACE BY ONE—WAY ANOVA o o o o o o o o o o o o o 102 4.31 RESULTS OF TESTING VARIABLE EXTRA-CURRICULAR BY RACE BY ONE-WAY ANOVA. o o o o o o o o o o o 102 4.32 RESULTS OF TESTING VARIABLE FUTURE BY RACE BY ONE-WAY ANOVA o o a o o o o o o o o o o o o o o 10 3 4.33 CROSSTABULATION OF DIVISION OF RACE AND SCHOOL- ING WANTED. . . . . . . . . . . . . O . . . . . 105 4.34 CROSSTABULATION OF DIVISION OF RACE AND SCHOOL- ING EXPECTED. . . . . . . . . Q . . . . O . I O 106 4.35 CROSSTABULATION OF DIVISION OF RACE AND SCHOOL- ING CERTAINTY . . . . . O . . . . . . . . . . . 107 5.1 RELATIONSHIP OF HISPANIC AND ANGLO ATTENDANCE TO GRADE POINT AVERAGE (GPA): HOLLAND HIGH SCHOOL 1979 C . . . . . . C . . . . . O . . O . 121 viii Appendix A. B. C. LIST OF APPENDICES Page HOLLAND HIGH SCHOOL EDUCATIONAL BACK- GROUND SURVEY. . . . . . . . . . . . . . . 129 HOLLAND HIGH SCHOOL STUDENT SURVEY . . . . . 131 HOLLAND HIGH SCHOOL STUDENT QUESTIONNAIRE. . 137 PARENT/STUDENT RELEASE FORMS . . . . . . . . 150 LETTER FROM DISTRICT BILINGUAL DIRECTOR. . . 153 LETTER FROM SUPERINTENDENT HOLLAND PUBLIC SCHOOLS. . . . . . . . . . . . . . . . . . 155 ix CHAPTER I NATURE OF THE INVESTIGATION Introduction The American school system has generally upheld a success model requiring Hispanic children and adolescents to surmount their language and cultural differences, adapt to the mainstream manner of learning, and prepare for the Anglo job market. Such traditional American educational goals, while producing some Hispanic student success, has not proven successful for the majority of Hispanic students as measured by high school graduation. While studies by McKim (1978), Mech (1972), and the Texas Achievement Ap- praisal Study (1972) document higher achievement test scores and more school motivation for Hispanics than for Blacks surveyed, Hispanics are the most undereducated of Americans. Coleman found, "At ages 16 and 17, when drop- ping out of school occurs in large numbers, youths who were of Puerto Rican, of Spanish descent in the Southwest, American Indian, Negro, or foreign-born, in that order, were most likely to be out of school."1 According to the lJames Coleman and others, Equality of Educational Opportunity, (Washington D.C.: U.S. Government PfintIng Office, 1966), p. 27. 2 Statistical Abstract of the United States, 1978, the median school years completed for the United States' Spanish-surnamed population was 9.6 years while that of Blacks was 11.4 years.2 Time Magazine reports that 40% of U.S. Hispanics have completed high school compared with 46% of U.S. Blacks and 67% of U.S. Anglos.3 A number of recent studies including Baker (1976) and Felice and Richardson (1977) have documented a secon- dary school dropout rate for Hispanic students of 50-85%. Evans, in a 1974 study in Fort Worth, found a 47% Hispanic dropout rate.4 Ramirez and Taylor note that Mexican Americans account for about 6% of the nation's population; and yet make up 20% of our educational failures. Such a disparity can be explained in part by language difficulty and economic deprivation. However, if language ability and income are held constant, there is still a high disparity between Mexican Amer- icans and the rest of the population in number of school dropouts....for while many of those who are of Mexican descent have lost their cultural heritage or have become integrated successfully into the mainstream of the mass society, a very great number have not.5 2U.S. Department of Commerce: Bureau of Census, Statistical Abstract of the United States, 1978, Washington D.C.:U.S. Government Printing Office, 1978), p. 144. 3"It's Your Turn in the Sun," Time Magazine, October 16, 1978, p. 50. 4Charles Evans, Mexican American Education Study, Report 1: Employment, Enrollment, and School Success of Mexican Americans, Fort Worth School DistrICt, April 1974. SManuel Ramirez and Clark Taylor, Sex Role Determ- inants in Attitudes Toward Education Among Mexican American Adolescents, November, 1967, p. 1. 3 Carter found that the literature does clearly demonstrate "that Mexican Americans, as a group, tend to: (1) do poorly in school by any measure, (2) drop out early, (3) speak Spanish, and (4) be poor."6 He goes on to note that, "in order to persist in the school, the child is required to drop the other culture and manifest the cultural character- istics demanded by the institution. Many cannot do this and flee the hostile school environment."7 Ortego says that "In fact, many Mexican Americans never get to the first grade. In Texas, only about one-third of the five- and six- year old Chicanos are enrolled in school."8 Again, Carter indicates that, "Mexican Americans start school late and drop out or are forced out early and at substantially high- er rates than the total population. The disparity between Mexican American enrollment and Anglo enrollment is greater than it is between Mexican Americans and the total popula- tion."9 Several authors attribute this lack of school suc- cess to a conflict between two cultures. Anderson states, 6Thomas Carter, Mexican Americans in School: A History of Educational Neglect (New York: College En- trance Examination Board, 1970), p. 3. 71bid., p. 99. 8Philip Ortego, "Schools for Mexican Americans: Between Two Cultures," Saturday Review, April 17, 1971, p. 96. 9Carter, op.cit., pp. 25-26. 4 "The Mexican Americans studied experienced less indepen- dence training and were granted little autonomy in decision making: they were found to have little confidence in their ability to succeed in school."10 Bryant and Meadow indi- cate, "For some Mexican American adolescents, school is a place where teachers are frequently perceived and treated as authority figures similar to their fathers and; there- fore are targets of rebellion."11 Espinosa (1971) addresses the issue of cultural conflict through a feeling of alie- nation, the feeling of anomie. According to Espinosa, the school is weighted toward Anglo values, teachers feel threat- ened by the Mexican American child, and the school society is filled with sterotype conceptions of Mexican Americans.12 He suggests the following to address the issue of cultural conflict: (1) Re-education of teachers and administrators to appreciate another culture, (2) Teacher training insti- tutions to take the lead in such a program, and (3) The development of a positive atmosphere in the school.13 10James Anderson and Frances Evans, "Family Soc- ialization and Educational Achievement in Two Cultures: Mexican American and Anglo American,"'Sociometry, September 1976, p. 209. llBrenda Bryant and Arnold Meadow, "School Related Problems of Mexican American Adolescents," Journal of School Psychology, Summer 1976, p. 139. 12Marta Espinosa, "Cultural Conflict in the Classroom," March 1971. l31bid. Carter suggests "The Mexican Americans who do reach the last years of high school are indeed similar to the Anglos; the divergent ones have long since dropped out".14 While the "cultural shock" impact upon many His- panic students is real, the concept that educational fail- ure is bred by cultural/home transmission has been dis- counted by many authors. Coleman in Equality of Educa- tional Opportunity found that Mexican American children are affected educationally to a somewhat limited extent by fa- cilities and curriculum and by the quality of teachers. The key factor, according to Coleman, is the educational backgrounds and aspirations of the other students in the school.15 Other studies which find similar educational attitudes between Hispanic and Anglo students include Demos who noted, the literature dealing with Mexican American attitudes is extremely scanty and leaves much to be desired. In summary: (a) the literature does not show unequivocal differences of attitude between Anglo American and Mexican American groups. Fernandez' study (1975) found that Chicanos placed a high importance on learning and grades, were no more alienated l4Carter, op.cit., p. 18 15Coleman, op.cit., p. 47. 16George Demos, "Attitudes of Mexican American and Anglo American Groups Toward Education", The Journal of Social Psychology, August 1962, p. 249. than other students, did less homework and were more fre- quently absent than Anglo students but did more homework and were less frequently absent than Blacks.l7 Iwamoto, in a study involving Puerto Rican and Anglo students in Philadelphia,18 and Juarez and Kuvlesky's study of Mexican American and Anglo students in three rural counties in Texas19 agree that the two study groups, wheth- er they be Anglo, Mexican American, or Puerto Rican, held quite similar educational aspirations and expectations. Regardless of whether or not culture is to blame for the lack of Hispanic educational success, the fact re- mains that the school is the best avenue to address this growing national problem. Carter indicates the past fail- ures of the schools when he states Mexican Americans suffer in American society from innumerable inequities and injustices. One of these is the failure of the school to provide them with the skills, knowledge, and credentials essential for entrance into the higher levels of society. Optimistically, it can be predicted that Mexican Americans will make it on their own in 17Ce1estino Fernandez and others, "Factors Perpetu- ating the Low Academic Status of Chicano High School Stu- dents" Research and Development Memorandum No. 138. July 1975. 18Carrolyn Iwamoto and others, "High School Drop- outs: Effects of Hispanic Background and Previous School Achievement", Urban Education, April 1976, p. 23 19Rumaldo Juarez and William Kuvesky, Ethnic Iden- tity and Orientations Toward Educational Attainment: A Com- parison of Mexican American and Anglo American Boys, April 1968. spite of the school and social conditions. Pes- simistically, it can be predicted that the school and society will react negatively to the increas- ing pressures for change. 0 Other authors such as Brindley do not take such a pessimistic View. He suggests that the education of His- panic students can be helped by the employment or retrain- ing of teachers who would be helpful to Hispanic students. He suggests the following characteristics as being appro- priate to teachers of Hispanic students: 1. Empathetic to the culture and ethnic orien- tation of Hispanics 2. Bolster the self-concept of each child 3. Work hard with Hispanic parents 4. Educate peers to a more humane, sympathetic approach 5. Be strict in imparting knowledge 6. Learn Spanish and neighborhood dialect21 While the employment or retraining of sympathetic teachers is certainly needed and appropriate to the educa- tion of Hispanic students, good teachers are but one part, this researcher believes, in directing Hispanic students toward school success. Modern high school students are directed toward school success by all or part of the fol- lowing factors: 20Carter, op.cit., p. 221. 21Thomas Brindley, "Anglo Teachers of Mexican American Students", Journal of Thought, November 1974. 8 (1) family support; (2) friendships with in and out of school peers; (3) academic achievement and acceptance of school mores; (4) involvement in school and extra-cur- ricular activities; (5) future goals and how they relate to school; and (6) certain demographic variables. Description of the Community and School The Community Holland, Michigan, is a community of 28,000 per- sons located on Lake Michigan 32 miles west of Grand Rapids. As its name implies, the community has a high concentration of persons of Dutch ancestry. However, since 1965, the Hispanic population of Holland has risen at an estimated rate of 1% per year to a current estimate of 18-20% of the total community population. The location of an H.J. Heinz pickle plant is generally credited with bringing the first migration of Hispanics to Holland. Other reasons for the population of Hispanics, as expressed by Hispanic leaders, include employment opportunities, bilingual educational opportunities, the lack of overt discrimination, the loca- tion of the city close to the Hispanic populations of Grand Rapids and Muskegon, and the "extended family" concept prevalent in the Hispanic culture. The city serves as a shopping and employment center for about 85,000 persons. While some citizens commute to Grand Rapids, most employment is local. There is a major 9 parochial school system, Christian Reformed. Hope College is also located in Holland. There is a strong sense of his- tory and community in Holland, and there has been a tradi- tional support for all education, public, private, and college. The School District The School District of the City of Holland serves primarily within the corporate limits of the city of Holland. The current enrollment K-12 is 4468 students. There are 9 neighborhood elementary schools, a 7th grade intermediate school, a junior high school serving grades 8 and 9, and a 10-12 grade high school. The district also serves as the location of multi-district programs in special education, vocational education, and bilingual education. The 2318 elementary students are designated as 2% Oriental, 22% Hispanic, and 76% Anglo. The 2116 secondary students are designated as 1% Oriental, 18% Hispanic, 1% Black, and 80% Anglo. After peaking in enrollment at 5347 students during the 1974-75 school year, Holland has experienced a student population loss of about 100 students per year for the past six years. The High School Holland High School has a current enrollment of 1084 in grades 10-12. Its ethnic distribution is 1% Or- iental, 16% Hispanic, and 83% Anglo. It is a comprehensive 10 high school accredited by the North Central Association with 61% of the 1979 graduates enrolling in higher education. The socioeconomic level of the students can be described as 15% lower economic level eligible for free hot lunches, i.e. income less than $8940 per year; 20% considered be- low the national average economically, i.e. less than $14499 per year; and 65% from homes of average or above average economic levels, i.e. income more than $14499 per year. With the influx of Hispanic students during the past fifteen years, many bilingual and English as a Second Language (ESL) programs have been instituted in the public schools. Despite these programs, school success, as mea- sured by high school graduation, has been difficult for most Hispanic students to attain. The extent of this prob- lem at Holland High School can be illustrated by the follow- ing table: TABLE 1.1-~HISPANIC AND ANGLO DROPOUTS AND GRADUATES AT HOLLAND HIGH SCHOOL - 1974-1979. NUMBER OF HISPANIC STUDENTS YEAR As 9th Graders Graduates % Dropout 1974-75 74 29 58% 1975-76 92 22 76% 1976-77 86 26 70% 1977-78 81 21 74% 1978-79 99 15 84% NUMBER OF ANGLO STUDENTS 1974-75 314 273 15% 1975-76 309 261 18% 1976-77 316 280 13% 1977-78 332 284 17% 1978-79 281 249 13% 11 Purpose of the Study The purpose of this study was to investigate the factors which contribute to school success among Hispanic students. One of the primary concerns was to provide information which will be used to develop viable educa- tional services, programs, and learning opportunities for Hispanic youth. Research Questions to be Explored The development of the research questions was based upon certain assumptions and was a multi-step process. The first step was a review of the existing literature in the field. Second, a series of discussions was held with school officials including counselors, teachers, and admin- istrators. The third step in the process was a series of interviews with Hispanic students held during the spring term of 1979. There were a total of 53 Hispanic students interviewed at that time. (Appendix B) Finally, these research questions and variables were developed based upon the researcher's twelve years of administrative and teaching experience and observation at Holland High School. Assumptions A1: For identifiable reasons, it is difficult for Hispanic students to be successful in school. A2: Certain student attitudes and perceptions do contribute to school success. A3 12 That upon integration into the life of the school through one or more of the factors, Hispanic students are successful. Given these basic assumptions, the following ques- tions will be researched: Research Questions: g_1_ IS l8 '0 c. '10 m IO ox Are there significant differences between Hispanic and Anglo students regarding family interest in and support for school? If so, what are those differences? Are there significant differences between Hispanic and Anglo students and the influ- ence that peer relationships have upon school success? If so, what are those differences? Are there significant differences between Hispanic and Anglo students in their support for and interest in traditional academic achievement and school values? If so, what are those differences? Are there significant differences between Hispanic and Anglo students in their interest and participation in extra-curricular activities? If so, what are those differ- ences? Are there significant differences between Hispanic and Anglo students regarding their future goals and how they relate to high school success? If so, what are those differences? Are there significant demographic differences between Hispanic and Anglo students which relate to school success? If so, what are those differences? 13 Definition of Terms The United States Bureau of the Census did not separate Spanish-surnamed persons as a separate category until 1930. At that time they were listed under the gen- eral category of "Persons of Spanish Mother Tongue". In 1950, the designation was changed to "Persons of Spanish Surname" which remains today. Recent Census reports have further categorized the Spanish population in the follow- ing subcategories: Mexican, Puerto Rican; Cuban; Central/ South American; Other Spanish surnames.22 While these are the official subgroups of the Spanish population, the following additional terms have become generally accepted in the literature of this research: a. His anic: Hispanic is a broad cultural term referring to persons of Spanish ancestry, including all the subcategories of the U.S. Department of Census. Hispanic is the most accepted current term referring to the Span- ish-speaking population and is the general term to be used in this research. b. Latino: Latino is a broad term referring to persons of Spanish ancestry, particularly those of Mexican descent. The term has more currency in the Midwest than in the Southwest or California. c. Chicano: Chicano is a term that has become generally accepted as meaning a person of 22United States Bureau of Census, Current Pppu- lation Reports, P-20, No. 290 "Persons of Spanish OrIgin in the United States: March 1975" (Washington D.C.: U.S. Government Printing Office, 1976). 14 Mexican descent living in the United States. Chicano is repugnant to many older Hispanics but enjoys great support among younger Hispanics. One of the major problems in dealing with the research of the general Hispanic population is noted by George Garcia. The Latino populations outside of the Southwest are much more heterogeneous and culturally and racially diverse. To develop a viable educational plan, the linguistic, cultural, and historical differences between Chicanos, Puerto Ricans, Cubans, and other Latinos, as well as their diverse political goals and 2 residential patterns will have to be considered. 3 While the students of Hispanic background are listed by sub-group on the student questionnaire, it is the intention of this research to deal only with the broad category of Hispanic or Latino students. Spanish sub-groups will not be identified unless there appears to be statistical signi- ficance in so doing. Significance of the Study The focus of this study will be upon those Hispanic students who have reached high school. Much of the previous literature dealt with the dropout and the Black or Anglo dropout in particular. Hopefully this study will be able to extend existing knowledge by identifying those factors 23George Garcia, "The Latino and Desegration," Integrated Education, September-October 1976, p. 21. 15 which contribute most significantly to Hispanic school success not the causes of school failure. Perhaps in the comparison of school attitudes between Hispanics who find school success difficult with Anglo students who often take such success for granted, those factors which most heavily contribute to student success or failure can be identified. By identifying the major factors which appear to create success in school for Hispanic students, it is anticipated that this study will have an impact in the West Michigan area and the Michigan State Department of Education level. As a future outgrowth of the study, it may be possible to develop home and school programs which will help institute a greater pattern of Hispanic school success. At the state level, it may then be possible to channel funds into programs which address the specific needs of Hispanic students that show promise of school SUCCESS . Limitations of the Study There are three limitations of this study regarding the groups surveyed. First, the Hispanic sub-groups of Mexican American, Puerto Rican, and Cuban were placed in the general category of Hispanic students. Second, an attempt was made to match parental educational backgrounds of the Anglo and Hispanic groups through the elimination of Anglo students whose father attended college. However, 16 socio-economic status of Anglo and Hispanic students surveyed was not considered. Third, no 9th grade students were included in the study. The study was limited to the 165 Hispanic and like number of Anglo students in Grades 10, 11, and 12 in Holland High School. Overview of the Dissertation In Chapter II, the literature review provides an overview of three areas: literature dealing with Hispanic culture and its educational impact; the second with minor- ity dropouts, particularly that which pertains to Hispanics; and the third is the literature on factors that have been identified as significant in the education of Hispanics. Chapter III presents the design and instrumentation used in the study. Chapter IV is an analysis of the survey data as it relates to the research questions presented in Chapter I and other issues that surfaced during the analysis of the data. Chapter V presents the summary, conclusions, and implications of this study. Recommendations are also presented. CHAPTER II REVIEW OF THE LITERATURE There are three segments of the body of literature pertaining to this research which will be discussed. The first segment consists of literature dealing with Hispanic culture and its educational impact; the second with minor- ity dropouts, particularly that which deals with Hispanics; and the third is the literature concerning various elements of and factors in the education of Hispanics. Hispanic Culture and Education The major thesis that evolves from this group of studies is that the primary problem of Hispanic education is the cultural clash with the Anglo school expectation and culture. Much of the lack of school success, accord- ing to these authors, is cultural stereotyping. Rios, as quoted by Simmen in Pain & Promise: The Chicano Today, says The school teachers, all Anglo and for the most part indigeneous to the area, appeared unanimous in sharing the stereotype of Mex- icans being inferior in capacity as well as performance....So firmly is the pattern in l7 18 mind, a teacher, in full view of a group of well-dressed, quietly behaved Mexican children, could describe Mexican children as noisy and dirty....Repeatedly told that they are "dumb", fhe children begin to behave in that pattern. Ortego, writing in the Saturdapreview, suggests that this cultural bias is so strong that many Mexican American youngsters never enroll in school.2 Perhaps the best known work dealing with the Mex- ican American culture is Steiner's, La Raza: The Mexican Americans. Steiner details the economic, political, cul- tural, and educational problems of the Mexican Americans in the Southwest. He suggests that political power and possible outright revolution may be the future response to the Mexican American's economic and educational problems. Steiner says that "The dropout, or push-out, rate in Texas for Chicano high school students is 89 percent....44.3 per- cent of the barrio residents of San Antonio are 'functional- 1y illiterate'; 20 percent never went to school 'at all'".3 It is no longer enough that education be made avail- able to Hispanics. The Hispanic ethnic minority is demand- ing a system which reflects a cultural pluralistic approach 1Francisco Rios, as quoted by Edward Simmen, in Pain & Promise: The Chicano Today (New York: New American Library, 1972), p. 92. 2Ortego, op.cit. 3Stan Steiner, La Raza: The Mexican Americans (New York: Harper and Row, 1969), p. 215. 19 to American education. Rhine's study notes that The ethnic minorities are demanding that their 'experience', values, and goals be represented in the social institutions that influence the lives of their children. They contend that the schools should support cultural pluralism in American society rather than attempting to in- doctrinate all pupils with the values of the dominant Anglo middle-class culture. Ethnic minority spokesmen are insisting on a re- examination of the value assumption that under- lies educational practice and evaluation. To obtain favorable scores on many existing instru- ments, ethnic minority pupils must evidence middle-class values and behaviors at the expense of their own ethnic groups. They want instru- ments that reflect the ethnic values...For a minority youngster growing up in the poverty of the ghetto, the instrument may be an inac- curate, maladaptive, and excessively intra-pun- itive distortion and denial of the true condi— tions of his environment. While cultural pluralism is an avowed goal of many educational systems and an established fact in others, the federal courts have ruled that Hispanics have the legal right to a culturally and linguistically compatible edu- cation. Three court decisions which protect the educa- tional/cultural rights of Hispanics are Cisneros v. Cor- pus Christi Independent School District (1970) which ruled that "Mexican Americans are an identifiable ethnic minor- ity group for the purposes of public school desegrega- tion";5 Keyes V. School District No, l (1973) which 4Ray Rhine, Ethnic Minoritnyerspectives on the Evaluation of Early Childhood Education Programs, p. l. 5Cisneros v. Corpus Christi Independent School District - 319 U.S. 182, 176 (1970). 20 reaffirmed Cisneros and included Spanish-speaking students as a minority group to be protected;6 and Lau v. Nichols which ruled that students learn better if taught in their native tongue. Lau affirmed that school districts have a responsibility to provide instruction in that language.7 Many authors, while accepting the importance of court decisions regarding the rights of the Hispanic minority, believe the only true path toward success is through the political changes that unity of purpose can bring. "Solidarity" has become the watchword for many Hispanics as an increasing number believe that social change will occur most dramatically and most rapidly through solidarity of purpose. As Miller describes, Solidarity is an essential political resource for any group desiring to effect social change. This attribute becomes particularly critical for the political efficacy of an ethnic minority, which, by definition, tends to be a group de- ficient in such other relevant resources as money, experience, access to authorities, and legiti- macy. As well as common lifestyles and values, a high degree of ingroup interaction, and neg- ative treatment by those of the outgroup, the development of group solidarity or 'conscious— ness of kind' also is dependent upon the exist- ence of symbolic expressions of unity. 6Keyes v. School District No. l - 413 U.S. 189, 197 (1973). 7Lau v. Nichols 413 U.S. 191, 141 (1975). 8Michael Miller, "Chicanos" and "Anti-Chicanos": Selected Status Indicators of Ethnic Identity Polariza- tion, (April 1976). 21 While Ortego, Rios, and Steiner suggest that cul- tural stereotyping creates many of the educational prob- lems of Hispanics, and authors such as Rhine and Miller suggest that more Hispanic culture, not less, is needed; other authors contend that value conflicts inherent in the Spanish culture create many of the education problems of Hispanics. Ramirez found the following value con- flicts with Anglo culture: 1. Intense family loyalty; 2. La Raza (The Race) loyalty; 3. "Machismo" concept; 4. Modesty in women; 5. Education useful only as it relates to job training; 6. Strict separation of sex roles; 7. Mexican American parent seeing self as educator of home and culture. Ramirez further found that Mexican American students score significantly higher than Anglo students when tested on authoritarianism and family attitudes. "Both the Mexican American and Mexican families possess many characteris- tics in common, i.e. father dominance; masculine super- iority; strict discipline of children; separation of sex roles; submissive and obedience to authority figures".10 9Manuel Ramirez, "Value Conflicts Experienced by Mexican American Students", Journal of Social Psychology, October 1967, p. 3. loIbid. 22 Mech says that "Mexican Americans tend to emphasize the importance of family and to interact with siblings, rath- er than with school or neighborhood children".ll Bryant and Meadow list five cultural themes which are necessary for understanding of important as- pects of school-related problems for some Mexican Amer- ican adolescents. They are: 1. AUTHORITY - The father is all powerful in the family. 2. SEX - There is a double standard, strong authority taboo, and strong child rebellion. 3. HONOR - There is a need for honor among peers and upholding family honor. 4. COOPERATION - There is value in group success. Cooperation, not competition, is important. 5. ANGER - Anger must be expressed indirectly such as running away or dropping out. Donnelly's 1970 study of the barrio in Eastern New Mex- ico attempted to determine the feelings of alienation among Hispanic students in four areas: Powerlessness; Normlessness; Self-estrangement; and Isolation. His findings can be summarized as follows: 11Edward Mech, Achievement-Motivation Patterns Among Low-Income Anglo American, Mexican American, and Negro Youth, September 1972, p. 1. 12Bryant and Meadow, op.cit. 23 l. Powerlessness was found to be a major recur- ring theme among the students. The sense of frustration reported by Steiner and other authors was much in evidence. 2. Normlessness indicated that many Mexican Ameficans do not understand the inconsistency of societal goal expectations and behavior patterns needed to achieve them. 3. The high level of Self-estrangement and Isolation found in the barrio became trans- lated into (a) a high dropout rate, (b) low expression of educational or job satis- faction, and (c) a general sense of futil- ity. The strong sense of alienation felt by many Hispanics in the barrio can be summarized by the following: All the Mexicano knows how to do is work like a burro...they send him out to dig ditches... the jobs that are the hardest. They don't give them the opportunity. And then we our- selves are at fault because we don't have the education. You can stay year after year at a job and when it comes time for a promotion they . . 14 give it to the gabacho... There can be little doubt that the cultural fact- ors indicated by these authors do contribute to the cul- tural/educational clash between Anglo education and His- panic success. Other researchers, though, suggest that there are more positive factors at work to change this "Two Societies" approach to American education. Alfredo l3Jerry Donnelly, Alienation in the Barrio: Eastern New Mexico, 1970. 14Ibid., p. 5. ( abacho is slang term of derision toward Anglos Similar to Blacks use of "Whitey") 24 Castaneda's study of The Educational Needs of Minority Groups suggests that the Mexican American values expressed by Ramirez, Bryant and Meadow, and Donnelly begin to change according to the following factors: 1. The distance of the family from the Mexican border. 2. The length of residence in the United States. 3. The degree of urbanization of the family. 4. The degree of economic and political strength of the Mexican American community of the family. 5. The identity of the family with traditional Mexican and Mexican American history. 6. The degree of community prejudice toward Mexican Americans. The changing values concept is supported by Browner (1973) who compared 277 Hispanic boys and girls of Cotulla, Texas, with 277 Hispanic boys and girls of Racine, Wis- consin. She found that the migrant children of Wisconsin had a clear educational advantage over their Texas counter- parts. Among her findings when cultural variables were held constant were: Wisconsin Children: 1. Completed more grades lsAlfredo Castaneda and others, The Educational Needs of Minority Groups (Lincoln, Nebraska: Professional Educators Publications, Inc., 1974). 25 2. Had less grade retention 3. Had a lower dropout rate 4. Had more post secondary education 6 The average number of grades completed for Hispanics in Racine was 10.5 and that for students in Cotulla was 7.3. Browner suggests that "Cultural problems were often blamed for educational failures. The longer the parents lived in the city, the better the student's chances to graduate".17 Browner's study supports Coleman's observa— tion that contact with peers with high expectations is a major educational factor in school success. Monk and Medina's study of Hispanic youth from the border area of South Texas lends further support to the Hispanic desire for better educational opportunities regardless of culture or race. Their findings can be noted in the following: The middle class Mexican American youth and the most promising lower class youth will continue to leave the area for more attractive residences in areas that offer good schools, good jobs, good services, adequate recreational facilities, and proximity to an urban setting. l6Marilyn Browner, Migration and Educational Achievement of Mexican Americans", Social Science Quarterly, March 1973, pp. 727-737. 17Ibid. 18Phillip Monk and Dennis Medina, Residence Pro- jections of Mexican American Youth from the Border Area of South Texas: A Study of Changes Over Time, April 1975. 26 Provinzano reported in November 1974 that those Hispanics who had "settled out" (a) had little feeling for La Raza; (b) had little knowledge of "Brown Power"; (c) may speak only English; (d) see little group discrimination by Anglos; (e) have substantially greater income; (f) have more education; and (9) have a willingness to sever cul- tural ties and go it alone.19 Ramirez and others (1971) discovered that par- ents of Hispanic students are as anxious as Anglo parents to have their children succeed in school. They note that Mexican Americans agreed significantly that parents should put pressure on their children to get as much education as possible. When parents demonstrated an interest in their children's education, the children became motivated to achieve. While there are certainly diminishing differences in the desire for education between Anglos and Hispanics, most authors agree that the historical stereotyping of Hispanics is a major handicap for both Hispanic students and Anglo students and educators to overcome. Carter sum- marizes this historical stereotyping of Hispanics as ....chi1dren of Mexican American sociocultural background are prone to do the following: (1) 19James Provinzano, Settling Out and Settling l2! Paper given at American Anthropological Association Annual Meeting, November 1974. 20Manuel Ramirez, Clark Taylor, Jr., and Barbara Peterson, "Mexican American Cultural Membership and Adjust-to School", Developmental Psychology, 1971, p. 147. 27 Devalue formal education. (2) See success in terms of interpersonal relationships instead of material acquisition. (3) See 'time as a gift of life'. The Anglo concept of wasting time is not understood. (4) Be fatalistic - lo que sera sera - what will be, will be. (5) See change as unappealing. (6) Be sub- missive to the status quo. (7) Work only to satisfy present need. (8) Attach little im- portance to non-scientific explanation of nat- ural phenomena. The question of culture and education is one which will continue to split much of the Hispanic com- munity for the forseeable future. It is perhaps best described in the following passages from Ramirez's ESE? cating the Mexican Americans. I don't want to be known as a Mexican American. I was born in this country and raised among Americans. I think like an Anglo, I talk like one, and I dress like one. It's true I don't look like an Anglo and sometimes I am rejected by them, but it would be worse if I spoke Spanish or said I was of Mexican descent. I am sorry I don't get along well with my par- ents, but their views are old fashioned. They still see themselves as Mexican, and they do not understand me. I am proud of being a Mexican American. We have a rich heritage. Mexico is a great coun- try that is progressing fast. It has a won- derful history and culture. My family is the 21Carter, op.cit., p. 42. 22Manuel Ramirez, "Identity Crisis in Mexican American Adolescents", Educating the Mexican Americans (Valley Forge, Pennsylvania: Judson Press, 1970, p. 120. 28 most important thing in the world to me. I don't want to be like the Anglos because they don't care about their families; they just care about themselves and making money. The things I learned at sggool were against what my parents had taught me. Hispanic Upgpouts and the Literature A second body of literature germane to this study consists of a number of studies concerning drop- outs, minority dropouts, and Hispanic dropouts. After a review of the literature, there can be little doubt that the average dropout rate for Hispanic students is the highest of any ethnic group. Blacks have a higher rate in specific locations; however, when taken as a total group, Hispanics have the highest school dropout rate. Iwamoto found a 35% Hispanic dropout rate in the Philadelphia schools. Her study, which followed 309 matched pairs throughout high school, rated the most significant difference as occurring between Spanish fe- males where there was a 33% dropout rate and non-Spanish females who had a 17% dropout rate.24 Baker's study of 20 years in the San Jose school district documented a 42% Hispanic dropout rate in a school district that is 23Ibid., p. 121. 24Iwamoto, et.al., op.cit. 29 33% Hispanic.25 The Hispanic subgroup which appears to have the highest dropout rate is the Puerto Ricans. Cordasco, in a 1967 study, found an 87% dropout rate for Puerto Rican 26 students in New York City. Lucas discovered a 71% rate for Puerto Ricans in Chicago which occurred mostly in their freshman and sophomore years.27 Other findings by Lucas relating to the dropouts include 1. More boys than girls dropped out . Puerto Rican students sampled had lowering aspirations as they got older 3. The "Gang" environment impinges on school as student gets older . There is little tradition for education 5. The "Generation Gap" is a major problem in Puerto Rican families 6. Parents play little or no role in school 7. Family moving is a major role in dropping out 8. Marriage is a minor factor in female dropping out 9. Grade retention is a major factor in dropping out 10. Homework correlates to dropping out 11. The teacher influence is all important 12. Only 20% of the dropouts do not want to go back28 25William Baker and others, Mexican Americans, Blacks, and Other Graduates and Dropouts - II: A Follow- up Study Covering 20 Years of Change, 1956-76, San Jose, California, January 1978. 26Frank Cordasco, "Puerto Rican Pupils and Amer- ican Education", School and Society, February 18, 1967, pp. 116-119. 27Isidro Lucas, Puerto Rican Dropouts in Chicago: Numbers and Motivation, March 1971. ZBIbid. 30 To understand the causes of educational dropping out, the concept of alienation must be addressed. Mackey defines adolescent alienation as An attitude of separation or estrangement be- tween oneself and salient social objects. An alienated person believes that he is not able to fulfill what he believes is his rightful role in society, that he is generally powerless in his ability to influence decision-makers in the various societal institutional spheres, that even if he possessed the power to influence, his views would have minimal impact because there is a lack of consensus on rules in the rapidly changing society. The five sub-categories of alienation, according to Mackey, are 1. 2. Powerlessness over the environment Role estrangement (sense of being used as an instrument) Meaninglessness of life alternatives Guidelessness (lack of goals) Cultural estrangement (separation from cultural norms) 0 As feelings of alienation increase, the student becomes a prime candidate for school withdrawal. Lloyd's 1976 study suggests that predictions of grade of withdrawal 29James Mackey, "The Dimensions of Adolescent Alienation", The High School Journal, November 1970, p. 84. 30 Ibid. 31 can be made as early as the 6th grade. He lists the following variables as predictors during the 6th grade: age, education of mother and father, number of siblings, marital status of parents, mother employed, grades in subjects areas, absence, and grade retention.31 His results show that for males, age; absenteeism; and scores on standardized reading and arithmetic tests were the variables producing the highest significance; while for females, the variables were age; absenteeism, and scores on standardized spelling and arithmetic tests. The highest predictive factors regarding the level of educational attainment were test scores and teacher grades, according to Lloyd.32 Howard and Anderson list a six-step path of the dropout: 1. Student interest sags 2. A general lowering of grades 3. The student begins to skip classes 4. Trouble beings with school authorities 5. There is disruption and temporary banishment 31Dee Norman Lloyd, "Concurrent Prediction of Dropout and Grades of Withdrawal", Educational and Psy- chological Measurement, 1976, pp. 983-991. 321bid. 32 6. The atmosphere becomes increasingly neg- ative - the student flees According to Howard and Anderson, the major reasons in- volved in leaving school are (a) family history, (b) academic difficulties, (c) peer influence, (d) health problems, (e) psychological problems, (f) poor social life, and (9) car support. A hidden factor, say the authors, is the school costs for "extras" such as a year- book; gym suit; class ring; dances, and other non-re- quired costs. The best academic predictors are grades and grade retention.34 Powell and Anderson state that a student's decision to leave school before graduation is not an isolated decision, but one based on many interactive factors, both personal and academic, that may culminate in his becoming a "fugitive from failure". These factors, often relatively easy to identify, include family status, siblings' level of education, student's motivation and aspiration, material possessions such as a car, participation in school and community activities, failure in one or more grades, attendance in several schools, irreg- ular school attendance, and teachers' expecta- tions and personality rating of students. Hopkins' dissertation (1964) lists the following items as "Identification of Potential Dropouts": 33Mary Ann Howard and Richard Anderson, "Early Identification of Potential School Dropouts: A Literature Review", Child Welfare, April 1978, pp. 221-231. 34 Ibid. 35Ibid., p. 229. 33 l. Scholastic ability 2. Achievement 3. Level of reading 4. Educational attainment of parents 5. Occupational level of parents 6. School attendance 7. Participation or non-participation in school activities 8. Stability of elementary school enrollment 9. Grade 10. Age in grade36 Mertens' (1972) Review of Some Drgpout Research and Liter- ature summarizes the norms to which all schools expect adherence as l. Maintaining a certain level of performance in school work 2. Submitting to classroom and school manage- ment 3. Certain moral expectations 4. Peer group expectations 5. Social function norms37 Mertens suggests that general dropout programs which have been established in recent years have two major goals: (a) to promote students' conformity to the es- tablished norms, and (b) to modify existing norms.38 36C.E. Hopkins, "The Derivation of a Prediction Equation to Identify Potential School Dropouts", Unpub- lished Dissertation (Athens, Georgia: University of Georgia, 1964). 37William Mertens, Review of Some Dropout Research and Literature (Washington D.C.: Office of Education, 1972). 38Ibid. 34 One of the best summaries of the potential school dropout is Luciano Cervantes' The Dropout, Causes and Cures. In his book, Cervantes profiles the potential dropout through four dimensions: 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. SELF Two years behind in reading and arithmetic in the 7th grade Failure in one or more school years Irregular attendance with frequent tardiness Performance below potential No participation in extra-curricular activities Frequent change of schools Discipline and behavioral problems Feelings of not belonging FAMILY More children than parents can control Parents inconsistent Unhappy family Father weak or absent Low parent education Few family friends PEERS Friends not approved by parents Friends not school oriented Friends much older or much younger PSYCHOLOGICAL ORIENTATION Resentful of authority Deferred gratification weak Weak self image 39 Luciano Cervantes, The Drgpout, Causes and Cures (Ann Arbor: University of MiChigan Press, 1965). 35 While there are many reasons, academic, social, and cultural given as causes of school leaving, a study of six Los Angeles high schools found At the heart of most problems of school leaving is the relationship of the student and teacher. Most primary teachers tend to have a reason- able empathy with students and seldom make it difficult for the student to achieve some meas- ure of success. In junior high school a student begins to encounter the problems of school failure including poor attendance, lack of in- terest, resentment of school authority. Finally, comes senior high school, where more teachers believe in upholding "standards" with the re- sult that many students with patterns of low or moderate achievement, compounded by poor attendance, find they have received four or five "fail" grades. When the student weighs the choice between repeating courses and leaving school, he often makes the choice for separation.40 The studies which specifically analyzed the drop- out patterns of Hispanics found that the reasons that Hispanics listed for dropping out were in the mainstream of the general dropout literature. Reilly (1976) found that l. 60% of the dropouts had been retained one or more grades 2. 40% had talked to a school-related person about dropping out 3. 60% felt a teacher or counselor was inter- ested in him/her 40Study of Senior High School Absentees and School Leavers: An Investigation of Certain Character- istics of Absentees and School Leavers in Six Senior High Schools of Los Angeles Unified School District Conducted in the Fall of 1973. Report No. 343. 36 4. 45% would, if they could, change teachers 5. 70% said they would not drop out again41 She concluded that (a) the educational level of the drop- out's parents was low, (b) the students surveyed indica- ted that the teachers were more prejudiced than their fellow students, (c) one-half of the dropouts did not par- ticipate in extra-curricular activities, (d) there was often a weak student/counselor or student/teacher affil- iation, and (e) there was a high percentage of dropouts who had been retained in one or more grades.42 Wages (1971) used a questionnaire to survey 74 Hispanic dropouts and 596 current students in the "Valley" in South Texas as to their reasons for dropping out of school and to analyze the educational and occupational status projections of the dropouts compared with the pro- jections of the current students. Among her findings, Wages lists dropout problems with teachers, poor grades, lack of appreciation for subject matter, and making money as the primary causes listed by the school dropouts. Three-fourths of the dropouts listed a desire to return to school and 33% indicated a desire to go on to college. 41Rosa Delgodillo Reilly, An Analysis of Some of the Causes of the Drop Out Rate of Mexican Americans in Nampa School District No. 131, October 1976. 42Ibid. 37 However, 75% expect never to go back to high school while 25% expect to go on to training beyond high school.43 When comparing the dropouts with their in-school peers, Wages found that the current students had significantly higher aspirations and significantly higher expectations. The prevention of minority dropouts has been subjected to many studies including Easley who suggests l. The establishment of a regular program of school-community relations for feedback from the community; 2. The establishment of a comprehensive and coordinated pre-school program to diagnose pre-school learning disabilities; 3. The providing of experiences to ease the transition from elementary to junior high school; 4. The addition of more vocational programs to the high school curriculum; 5. The addition of more adult education pro- grams for high school completion; 6. The reorganization of high school classes to allow for the same homeroom, core sub— ject teachers, and counselor for all high school years; 7. The individualization and personalization of education. Ballesteros' study places counseling as the major tool in dropout prevention. He suggests that dropouts can be prevented by (l) Hiring counselors who understand 43Sherry Wages, Mexican American Dropouts in the Valley--Their Reasons for Leaving School and Their Educa- tional and Occupational Status Projections, August 1971. 44E. M. Easley, Findings of a Drop Out Prevention Study of the Spartanburg City Schools and Resultant Recommendations, Final Report, 1971. 38 bilingual/bicultural students; (2) Providing cultural awareness for the school staff; (3) Providing a general review of the curriculum as it relates to Spanish stu- dents; and (4) Establishing scholarships for the needy.45 Rincon and Ray's study hypothesized that the key to solving the dropout problems of Hispanics was in the em- ployment of bilingual ethnic teachers and aides. Their basic assumption was that ethnic teachers are better equipped to provide a more productive learning environ- ment. Their findings, however, indicate that 1. Aides are more attuned to Spanish than teachers. 2. Little real difference exists between the Hispanic and the Anglo teacher. 3. The spirit, attitude, and concern of the teacher are the most im ortant factors in Spanish school success. Not all of the studies reviewed were optimistic about solving the minority dropout problem. Thornburg investigated the attitudes of 265 Hispanic 9th grade potential dropouts in Casa Grande, Arizona. One-half of the group were placed in an experimental program, the 45David Ballesteros, Counseling Needs of Spanish- Speaking Americans, (New Orleans, Louisana, March 1970). 46Erminia Rincon and Rose Ray, "Bilingual Ethnic Teachers: An Answer to Illiteracy and DrOp Out Problems", Reading Improvement, Spring 1974, pp. 34-46. 39 other one-half, the control group, were left in the reg- ular program. At the conclusion of the study, Thornburg reported the following results: Dropout Rate Absence Rate Experimental Group 9.3% 4.5% Control Group 10.0% 4.0% Thornburg concluded that Since the turn of the century, the quality of American public education has substantially improved. In spite of these gains, there are still educational problems confronting our nation. One of the more crucial problems is the dropout. At the present time, one out of three fifth graders does not graduate from high school. In contrast to public philosophy, it is somewhat unrealistic to expect everyone to complete school. The dropout is an inevitable fact in the educational process and will continue to be until such time as high school graduation is compulsory. Yet, a major problem to consider is the fact that our society into which the con- temporary dropout seeks entrance has a diminish- ing place for him, a problem complicated by the related crises of the population boom, unemploy- ment, technological evolution, and a rural to urban migration of disadvantaged minority. Hispanics and School Success The third body of literature to be reviewed are those studies which appear to point the way toward Hispanic school success. Coleman found that for minorities, the educational backgrounds and aspirations of the other stu- dents in the school was a significant factor in school 47Hershel Thornburg, An Investigation of Atti- tudes Among Potential Dropouts from Minority Groups During Their Freshman Year of High School, September 1971, p. 5. 40 success for the minority students. Coleman indicates in his findings that "Mexican American children strongly de- sired to stay in school, be good students, and attend regularly, held high occupational aspirations, and planned to go to college less commonly than Anglos".48 While Coleman and other authors suggest that Hispanic students do want to succeed in school, research- ers have found that motivation for achievement is a diffi- cult concept for many Hispanics. Bender and Ruiz note that while socioeconomic status plays an important role in the under-achievement and under-aspiration of all students, Hispanic students appear to be particularly affected.49 Anderson and Evans' study of 126 junior high students and their families found that 1. Parents' demand for grades is independent of their desire for high school completion 2. There was little difference between Mexican American and Anglo parents in motivation for achievement 3. The desire to succeed must be in the child, not external 4. Mexican American children had less inde- pendence training - father was more dominant 48Coleman, op.cit., p. 20. 49Paula Bender and Rene Ruiz, "Race and Class as Differential Determinants of Under-achievement and Under- aspiration Among Mexican Americans and Anglos", The Jour- nal of Educational Research, October 1974, pp. 51-55. 41 5. The lack of autonomy was severe handicap for the young Mexican American boys 6. The Mexican Americans were fatalistic about the future and skeptical about planning ahead5 Turner lists five significant factors in academic success of Mexican Americans: (1) size of family; (2) financial condition of parents; (3) English ability of student; (4) English ability of parents; and (5) number of dropouts in the family. He goes on to say that grades are not a true indicator of Mexican Americans' abilities. Grades, he believes, are either too low because of a lack of stu- dent interest, or too high because of sympathetic teachers who require little work of minority students who are cooperative.51 Boardman and Lloyd's study of Puerto Rican 12th graders again find the problems of academic achievement and motivation at the heart of Hispanic ed- ucational problems. They found that (1) academic achieve- ment depended upon the student's belief in his ability to control his environment; (2) Self-esteem and motivation had no direct effect on achievement of Puerto Rican 50Anderson and Evans, op.cit., pp. 209-222. 51Paul Turner, "Academic Performance of Mexican Americans", Integrated Education, May-June 1973, pp. 3-6. 42 students surveyed; (3) College-preparatory programs had no effect for Puerto Ricans surveyed; (4) Achievement did not affect motivation for surveyed Puerto Ricans; and (5) Teachers' and parents' expectations were impor- tant in the educational process for survey students.52 Hispanics and Traditional Anglo Education While the preponderence of literature reviewed that relates to Hispanic attitudes toward education chron- icles the difficulties of culture, language, and failure in school, there is a growing body of literature that in- dicates that Hispanic students can become and are becoming successful in school. Several authors reviewed concluded that there is little significant difference between the attitudes and expectations of Mexican American students and their Anglo counterparts. These authors suggest that the road to educational success for Hispanics is for them to adopt the educational attitudes of the Anglo ma- jority and adapt to the majority education. Juarez and Kuvlesky's study of 400 Texas Mexican American and Anglo boys concludes that both groups held similar attitudes 52Anthony Boardman and Anne Lloyd, "The Process of Education for Twelfth Grade Asian and Puerto Rican American Children", Integrated Education, March-April 1978, pp. 44-46. 43 regarding high school graduation, additional educational training, and college. The Anglos surveyed were only slightly more certain of the expected outcome than were the Mexican Americans.53 Romero's Colorado study which attempted "to determine the extent of acceptance by Span- ish-American students of Anglo-American values"54 listed these findings: 1. Spanish American students demonstrated a high degree of acculturation. 2. Spanish American students in the sample appeared to be experiencing little culture conflict. 3. The teacher data revealed sensitivity to and awareness of socio-cultural differences between Spanish American and Anglo American students. 5 Demos, writing in The Journal of Social Psychol— ogy, supports the findings of Juarez and Kuvlesky and Romero in noting that there are ....contradictory results with regard to the attitudes toward education of Mexican American students. Some stated the attitudes the same as between student and other elements of his environment, namely negative. Other suggested the attitudes of Mexican Americans were not 53Juarez and Kuvlesky, op.cit. 54Fred Romero, A Study of Anglo American and Spanish American Culture Value Concepts and Their Sig- nificance in Secondary Education. Volume III, No. 2, A Research Contribution for Education in Colorado, September 1966. 551bid. 44 different from the attitudes of Anglo Amer- icans of similar socioeconomic background. A common thread which binds these studies together is student integration into the life of the school. Mc— Kim and others found in their Racine, Wisconsin, study (1978) a highly integrated Hispanic school population that reflected the same student and parental educational as- pirations by Hispanics as for Anglos. There are increasing similarities in outlook among the Mexican Americans, Negroes, and Anglos. Mexican Americans and Negroes have come to want the same amount of education as that desired by Anglos. Mexican Americans, Negroes, and Anglos have become quite similar in their almost complete disatisfaction with junior high as adequate education and increas- ingly with only high school.57 Gillingham found in Dade County, Florida, that school success for Hispanics could be achieved by (a) develop- ment of strong home and family ties, (b) the selection of sympathetic teachers, and (c) encouragement of student participation in student activities.58 The integration of Hispanics into the activity life of the school appears to be a key factor in student success. Lucas, in his 56Demos, op.cit. 57Judith McKim and others, "Becoming 'We' Instead of 'They': The Cultural Integration of Mexican Americans and Negroes", Urban Education, July 1978, p. 175. 58J. Gillingham, A Study of Dropouts, Dade County, Florida, Public Schools, 1960-63, 1964. 45 Puerto Rican study in Chicago, notes Youngsters who enroll in extracurricular activities in school are substantially more likely to succeed. This confirms the pattern that one of the major causes for dropping out is the progressive estrangement between pupil and school which ignore each other and thus the school loses the power to influence the student to stay. This estrangement is bridged when the student is able to relate to one or two teachers. Hispanics and Cultural Education The "Melting Pot" philosophy of education de- scribed previously is not satisfactory to many modern Hispanics. Luis Valdez is quoted in LaRaza: The Mex- ican Americans about his feelings about the "melting pot". They say this is the melting pot. I wonder who invented the melting pot. Horrible term! You melt people down, God! It shouldn't be that way. Our country should be a place where the individual is sacred. We have so many differ— ent sorts of people. Every man has his own heart. Who gives you the right to cut out a man's heart and put it in a melting pot. Valdez notes that formerly the word of "e1 professor" and "la profesora" was law. Today, according to Valdez, parents are not only questioning but are demanding a say 59Lucas, op.cit., p. 61 60As quoted in Steiner, La Raza: The Mexican Americans, p. 337. 46 in school decisions. Valdez suggests that meaningful dialogue must take place in curriculum community involvement evaluation tutorial programs instructional innovation personnel matters federal program guidelines legislation recreation goals and objectivgf development . teacher in-service \OQQO‘U‘IDUJNH FJH +40 0 Increased community involvement and a move toward cultur- al pluralism in the schools are two trends in Hispanic education noted by Vasquez. Vasquez lists the passage of the Bilingual Education Act of 1968, which guarantees instruction in the language and culture of recognized minorities, as being a watershed event in the history of Hispanic education in the United States. Ramirez suggests that "Cultural Democracy" is the answer for successfully educating the Hispanic chil- dren in a pluralistic society. He states that, "The melting pot philosophy emphasizes that the child must change to fit the educational system; the cultural democ- racy philosophy, in turn, states that the institution 61Rudy Valdez, "Chicano Culture and Decision Making", Paper presented at the AASA Annual Meeting (Las Vegas, Nevada, February 25, 1977). 47 must change to fit the child",62 Ramirez' model for educating the Mexican American child as a bilingual/ bicultural person includes: 1. Active parent involvement 2. Mexican and Mexican American heritage curriculum 3. Culture matching curricula and teaching styles63 Heussenstamm sums up the position of many of the authors who suggest a "Cultural Pluralistic" approach to His- panic education when he notes that The society at large is only beginning to real- ize the value of bilingualism and biculturalism. These children should be a great asset, but, instead of their being developed into highly productive citizens, thousands have been forced out of the schools with damaged self-concepts. The Role of the Teacher in Hispanic Education A recurring theme of the literature involves the importance of the role of the teacher to school success. Ramirez and Taylor say In this regard the teacher plays a very import- ant role. That is to say, a positive attitude 62Ramirez, "Cultural Democracy: A New Philoso- phy for Educating the Mexican American Child", Elemen- tary Principal, November 1970, pp. 45-46. 63ibid. 64F.K. Heussenstamm, "Student Strike in the East Los Angeles High Schools", School and Society, March 1972, pp. 182-185. 48 toward education and contentment with school is strongly related to the teacher-student re- lationship; for the more closely a teacher meets the expectations, preferences and positive values that Mexican American children have, the less likely the children are to feel hostile toward school and education in general. Howard and Anderson also recognize the importance of the teacher in encouraging school success. Their observation places much of the blame for the lower socioeconomic child's school failure clearly upon the teacher. They say The lower class child, not prepared to be studious, obedient, and docile, comes into conflict with the middle—class teacher. His language, poor social adjustment and 'cult of immediacy' impair his chance of success. It is here that day after day, most of the children in the lower fourth of the socio- economic distribution have their sense of worth destroyed, develop feelings of insecur- ity, become frustrated and lose confidence in their ability to learn even what they are capable of learning. Brindley, in a short study in the Journal of Thought, suggests that Anglo teachers are often detri- mental to the potential school success of Hispanic stu- dents. He lists the following characteristics of Anglo teachers which tend to clash with the cultural backgrounds of their Hispanic students: 65Ramirez and Taylor, op.cit. 66Howard and Anderson, op.cit., p. 225. 49 1. The Anglo teacher does not want to stay in a racially changed school generally; 2. The Anglo teacher may show a "patronizing" attitude toward culturally different stu- dents; 3. The Anglo teacher often acquires certain prejudices from his/her and colleagues ex- periences with Hispanic students. Hispanic students are often referred to as "they"; 4. The Anglo teacher will often manifest cer- tain behavioral patterns such as expecting less work from Hispanic students; 5. The Anglo teacher will often expect con- formity to his/her value system; 6. The Anglo teacher will often not respond to individual differences in students. While Brindley suggests that the ideal Anglo teacher would be bilingual, he notes that such a desire is not practical at this time. If not bilingual teachers, Brind— ley sets the task at hand for current teachers In most of the schools which are predominately Mexican American, middle-class Anglo teachers and administrators hold most of the positions. While this situation is slowly changing, the real situation requires that the available Anglo teachers be well-trained and particularly sympathetic toward the Mexican American school children and their cultural heritage. While continuing efforts to hire as many bilingual person as possible, the immediate task at hand, and probably for some time to come, is to edu- cate the Anglo teachers who do hold these 67Brindley, op.cit. 50 positions to be effective and understanding exemplaries of good bicultural relations.6 Summary Three areas of interest to this study have been covered in the review of pertinent literature. Although the studies surveyed varied in degrees of sophistication, population, findings, and recommendations, several common elements surfaced: (l) the extent of the Hispanic school "problem" in the United States; (2) the split between those advocates of a traditional Anglo school program for Hispanics and those authors who favor a full bilingual/ bicultural approach; (3) the differences in educational and cultural attitudes of Hispanic migrants who have "settled out" from Hispanics who have remained in highly populated centers of Hispanic culture and education; and (4) the crucial role played by the teacher in Hispanic school success. The issue of Hispanic education is one with which the United States' political and educational leaders must deal. There is little doubt that Hispanics are be- coming and will become a major political and economic power during the 1980's. The extent of the situation 531bid., p. 263. 51 can be seen in the following population statistics: 1970 1975 1980 (est) U.S.Spanish Population 9,072,602 11,202,000 15,000,000 Median Age: 29.8 28.6 27.3 Mexican American 21.3 20.7 20.2 Puerto Rican 20.2 19.8 19.4 Schooling: Percent Less Than 5 Years: Mexican American 28% 25% 22% Puerto Rican 19% 17% 16% Percent With 4 Yrs. H.S.: Mexican Americans 26% 28% 29% Puerto Ricans 28% 29% 30:69 Carter indicates that the low educational status of His- panics is being recognized as a problem when he says Leaders in the Southwest now recognize that maintaining a rapidly increasing Mexican Ameri- can population with low status as a group and poor education represents a serious threat to societal stability. While such a population may have served the old rural Southwest well, its persistence at present contributes to many undesirable and unsettling conditions. Even the more politically and socially conservative Anglo groups see these conditions as alarming and are exerting pressure on the schools to eliminate overt manifestations of the Mexican American's low social status. Pressures from within society are forcing action to resolve grave problems; problems partially created by the fact that schools inadvertently functioned to maintain the minority in a subordinate po- sition. A low-status Mexican American is no 69United States Bureau of Census, Current Pop— ulation Reports, P-20, No. 290 "Persons of Spanish Ori- gin in the United States: March 1975", (Washington D. C.: U. S. Government Printing Office, 1976). 52 longer functional; the "natural order" has changed.70 An educational question which may never be re- solved deals with the question of which approach, tra- ditional Anglo or bilingual/bicultural, is most appro- priate for Hispanic school success. Several authors re- viewed; Juarez, Romero, and McKim suggested that Hispanic parental and student attitudes are not significantly different from Anglo parental and students' attitudes. Their position can be summarized in the often heard state- ment, "Thgy have to live in our society, they should have to attend the same schools and take the same classes as everybody else". Some of the literature reviewed supports that point of view. Most authors reviewed, however, take a more mod- erate approach to Hispanic education. Then Vice-President Johnson, in a 1963 White House Conference on Bilingual Education, stated that "Schools should capitalize on the bilingual situation in the Southwest rather than ignore or suppress it". The rationale developed for bilingual education includes: 1. To develop pride in the language and culture 2. To increase student school motivation 3. To develop less student guilt and anxiety about giving up his/her culture 70Carter, op.cit., pp. 205-206. 5. 53 To facilitate less academic failure because of the language barrier To develop better educated, bilingual persons The development of this bilingual/bicultural educational system is predicated on five basic assumptions: 1. 2. 5. Maintaining a positive cultural identity contributes to a positive self concept; Mbtivated children are more academically successful; Harmonious cultural teaching strategies motivate students; Strategies relating to cognitive development of the cultural group will bring desired objectives; Success in high school brings societal success.72 Puglisi and Hoffman summarize the thinking of the bi- lingual education advocates when they indicate that the "Culturally Different Model" is the "culturally different" paradigm, which assumes that each culture in a multi-cultural milieu has a worth and a raison d'etre. Cul- tural variations enrich a persofiTs academic, intellectual, and social experiences and con- tribute to the social and political qualities of a society. Cultural variation is desirable 71 Armando Ayala, Rationale for Early Childhood Bilingual-Bicultural Education (February 1971). 72 Dick Puglisi and Alan Hoffman, "Cultural Identity and Academic Success in a Multicultural Society: A Culturally Different Approach", Social Education, October 1978, pp. 495—498. 54 and should be encouraged by educational prac- tices and political behavior. According to the findings of the literature, the question of educational success for Hispanics may be de- pendent upon the "Settling Out" aspect of many migrants. As indicated earlier, authors McKim, Romero, and Browner found that as Hispanics left the "mainstream" of Hispanic culture, they did, in fact, express the same basic as— pirations, desires, and expectations as their Anglo counterparts. Carter The other side of this argument is expressed by In attempting to convert Mexican Americans to 'our way of life', the school inadvertently creates an environment that does not reflect the real American culture. Rather, the climate is ideal middle class: the 'unsavory' aspects of American culture, its diversity and contro- versial elements, are excluded. The enforcement of strict behavioral standards promotes serious culture conflict. Children learn a culture (language, values, expectations, roles, and so on) in their homes or from their peers. The school enforces another and different culture.74 As previously stated, the 1980's will be a crucial period in American history relative to the edu- cation of the Hispanic population. Although the methods 73Ibid., p. 496. 74Carter, op.cit., p. 99. 55 and philosophy of education may differ, there is general agreement in the literature that it will be done because it must. The challenge is not new. The United States has faced similar times in the past. Cordasco helps place the current situation into perspective when he says that for the mainland schools, the (Hispanic) mi- gration presents distinct and yet, in many ways a recurrent phenomenon. With the impo- sition of immigration quotas in the early 1920's, the non-English speaking student grad- ually disappeared. The great European migra- tion and the manifold educational problems to which the American schools had addressed themselves had been resolved in a manner. With the increasing (Hispanic) migration and the recurrent pattern of ghettoization of the new arrivals, the migrant child, non-English speaking and nurtured by a different culture, presented the schools with a new, yet very old, challenge.7 75Cordasco, op.cit., p. 117. CHAPTER III DESIGN OF THE STUDY This study was undertaken to help determine the attitude toward high school education among the Hispanic students and a like number of Anglo students at Holland High School. The study is predicated upon the assumption that certain student attitudes, as reflected by their responses on the Holland High Schoolgpestionnaire, do contribute to school success. The information gained from this study will then be used to develop viable ed- ucational services, programs, and learning opportunities for Hispanic youth. It is suggested from the review of the litera- ture that several variables are important to the school success of Hispanic students. The variables noted in— clude: (1) the role of the family (Ramirez,1 Bryant and Meadowz); (2) the impact of peers (Casteneda,3 1Ramirez, "Value Conflicts Experienced by Mex— ican American Students". 2Bryant and Meadow, op.cit. I 3Casteneda, op.cit. 56 57 Provinzano4); (3) academic achievement and the role of the teacher (Ramirez and Taylor,5 Brindley6); (4) the importance of extra-curricular activities (Reilly,7 Lucas8); (5) future orientation (Carter,9 Ballesteroslo); and (6) demography (Boardman and Lloyd,11 Romerolz). This study sought to ascertain the impact of these var- iables upon Hispanic student attitudes at Holland High School as compared with a like number of Anglo students. Research Questions This study involves Hispanic and Anglo students in exploring the following research questions: Q1: Are there significant differences between Hispanic and Anglo students regarding family interest in and support for school? If so, what are those differences? Q2: Are there significant differences between Hispanic and Anglo students and the influ- ence that peer relationships have upon school success. If so, what are those differences? 5Ramirez and Taylor, op.cit. 6Brindley, op.cit. 7Reilly, op.cit. 8Lucas, op.cit. 9Carter, op.cit. 10Ballerteros, op.cit. llBoardman and Lloyd, op.cit. 12Romero, op.cit. 58 Q3: Are there significant differences between Hispanic and Anglo students in their support for and interest in traditional academic achievement and school values? If so, what are those differences? Q4: Are there significant differences between Hispanic and Anglo students in their interest and participation in extra-curricular activities? If so, what are those differences? Q5: Are there significant differences between Hispanic and Anglo students regarding their future goals and how they relate to high school success? If so, what are those differences? Q6: Are there significant demographic differences between Hispanic and Anglo students which relate to school success? If so, what are those differences? Sample Population The sample population of this study consisted of all of the Hispanic students enrolled in Holland High School as of January 14, 1980, and a like number of randomly selected Anglo students with the following exceptions: (1) Hispanic students who are language impaired; (2) special education students; (3) Anglo students whose fathers attended college; and (4) students who did not wish to participate in the study. The selection of only Anglo students whose fathers did not attend college was done to (l) minimize the var- iance in the area of family support for education, and (2) somewhat balance the groups socioeconomically. 59 The following table shows the student population groups on January 14, 1980: TABLE 3.1 STUDENT POPULATION GROUPS AT HOLLAND HIGH SCHOOL Enrollment Surveyed Final Use All Hispanics 165 153 145 12th Grade 43 38 36 11th Grade 53 52 49 10th Grade 69 63 60 Randomized Anglos 484 12th Grade 111 38 36 11th Grade 169 52 49 10th Grade 206 63 60 Of the 306 research questionnaires distributed in this study, 290 or 94.7% were usable returns. Ten of the students could not, or would not, report for the questionnaire; fourteen students refused to take the questionnaire; and sixteen students did not complete the questionnaire leaving 290 usable returns including 145 Hispanic students and 145 randomized Anglo students. The 290 usable returns constitute the sample of this study. All responses were completed on all questionnaires used; there are no missing data. 60 Instrumentation The design for the study included procedures for the development and collection of data to investigate the study's research questions. The data were gathered through the development of the following research instru- ments: 1. HOLLAND HIGH SCHOOL EDUCATIONAL BACKGROUND SURVEY13 The purpose of the "Educational Background Sur- vey" was to identify those Anglo students whose fathers did not attend college. To identify those students, the researcher developed a short, three item questionnaire which was administered to all Holland High School students. The Survey indicated the college educational backgrounds of the student's father and mother as well as the stu- dent's own college plans. The purpose of the Survey, however, was to identify the pool of Anglo students whose fathers had not attended college. After discarding the surveys of Hispanic students, language impaired and special education students, and students whose fathers attended college, the remaining students were random- ized with 145 Anglo students eventually becoming one half of the sample population. 13See Appendix A 61 2. HOLLAND HIGH SCHOOL STUDENT SURVEY14 In preparation for the development of a research questionnaire, a Student Survey was development in a pilot study in the spring of 1979. The Survey was basically "open-ended" in nature with an emphasis on demographic data and on school affiliation. The demographic data in- cluded: student's name, age, grade, sex, children in family, grade student began in Holland, Holland elemen- tary school attended, language in home, and educational level of parents and siblings. The school affiliation questions concentrated on extra-curricular activities participation, outside work experiences, peer group, teachers and classes, quitting school, and future plans. The questions were exploratory in nature, calling for a written response. The Holland High School Student Survey was admin- istered to 52 Hispanic students by this researcher. Stu- dents surveyed included 15-12th grade members of the Class of 1979; 12-llth graders; 12-10th graders; and 13-9th graders who are current 10th graders at Holland High School. After completing the written portion of the sur- vey, verbal feed-back with the student concerning the in— strument's questions was exchanged. The student responses 14See Appendix B 62 were noted and incorporated into the design of the final questionnaire. 3. HOLLAND HIGH SCHOOL STUDENT QUESTIONNAIRE15 As an outgrowth of the review of the literature, the researcher's observation and experience, and the sur- vey pilot, a two-part Holland High School Student Ques- tionnaire was developed. Part I consisted of 47 Likert Scale attitude questions using the following key: (1) STRONGLY AGREE WITH STATEMENT (2) AGREE WITH STATEMENT (3) UNDECIDED OR UNCERTAIN WITH STATEMENT (4) DISAGREE WITH STATEMENT (5) STRONGLY DISAGREE WITH STATEMENT The questions were designed to gain attitude responses to the following variables: QUESTIONS 1-10: Parental interest in and support for school QUESTIONS 11-20: Peer influence QUESTIONS 21-30: School integration and acceptance of traditional school values QUESTIONS 31-40: Importance of extra-curricular activities QUESTIONS 41-47: Future orientation of students 15See Appendix C 63 QUESTIONS 48-50 are summary questions in that, based upon attitudes displayed in the prior 47 questions, QUESTION 48 dealing with desired schooling; QUESTION 49 dealing with expected schooling; and QUESTION 50 dealing with gs;- tainty of schooling will derive certain responses. Part II of the Questionnaire contains student demographic information. The information includes: sex, age, grade, language in home, parental and sibling ed- ucational backgrounds, size of family, race, educational plans, head of household, family income, and high school activities. Because there was a possibility of student intim- idation in regard to the principal administering the ques- tionnaire, the actual administering was done by bilingual/ bicultural personnel. The testing was done in small groups of 6-8 students in an office area away from the administrative offices. Student answer forms were coded for identity to provide for future follow-up relative to future school success. No student, Hispanic or Anglo, was required to participate in the survey. Student/Parent release forms written in both English and Spanish were used.16 As noted earlier, only 14 students refused to fill out the questionnaire. Of significance was the support for the 16Appendix D 64 project given by the District Bilingual Office17 and by the District Superintendent of Schools.18 Statistical Analysis The data of this study consist of two important sets of variables. The independent variables to be used are race, class, and sex. The dependent variables are (1) family, (2) peers, (3) school integration, (4) ex- tra-curricular activities, and (5) future orientation. Among the statistical procedures employed was a Reliability Analysis on the questions relating to the dependent variables. By using the alpha levels of the questions as they cluster together, a grouping of most positively correlated questions was developed for each dependent variable. Other Statistical Procedures Employed 1. DESCRIPTIVE STATISTICS Descriptive statistics such as frequency counts, means, and variances are reported by race, sex, and grade level. 2. TWO-WAY ANALYSIS OF VARIANCE 17Appendix E 18Appendix F 65 The Two-Way Analysis of Variance was employed to test for significant differences among the population means of the various levels of the independent variables. The 2—Way ANOVA procedure tested for significant differences between Hispanic and Anglo students, and by grade level and sex within and between groups. The scale scores means developed for the dependent variables of family, peers, school integration, extra-curricular activities, and future orientation were tested by the 2-Way ANOVA. A confidence level of .05 was established for the Two-Way ANOVAS. The ANOVA procedure assumes that respondents are independent of each other, and the dependent variable is continuous and normally distributed with the same population variance in each sub-group. Since the total number of respondents was large (290), the assumption of normality was less likely to be violated. 3. ONE-WAY ANALYSIS OF VARIANCE The One-Way Analysis of Variance procedure was employed to test for significant differences. The depend- ent variables of family, peers, school integration, extra— curricular activities, and future orientation were analy- zed using race as the independent variable. A confidence level of .05 was established for the One-Way ANOVAS. 4. CROSSTABULATION QUESTION 48: If you could have as much schooling as you wanted, which of the follow- ing would you do? 66 QUESTION 49: What do you really expect to do about your education? QUESTION 50: How certain are you that you will really achieve the education you want? Questions 48, 49, and 50, which appear to repre- sent the outgrowth of student attitude toward school, were crosstabulated by race, sex, and grade level. CHAPTER IV ANALYSIS OF THE DATA Introduction The purpose of this study was to produce descrip— tive research comparing Hispanic and Anglo students' atti- tudes regarding high school education and school success patterns as related to several specific variables. The accumulated data of the questionnaire were tabulated, and the results summarized in a series of tables which are presented as follows: (1) Analysis of the sample by race, sex, and grade level; (2) Frequency distributions used to summarize response patterns of the dependent var- iables; (3) Two-Way and One-Way Analysis of Variance (ANOVA) procedures to test for significance among popula- tion means of various levels of independent variables; and (4) Crosstabulations used to analyze associations among selected variables of the study. The major headings for the data analysis which follow are: General Characteristics of the Sample Student Attitudes Toward Variables in the Study Statistical Comparisons Between Hispanic and Anglo Students' Attitudes 67 68 Hispanic/Anglo Schooling Wanted; Expected; Certain General Summary General Characteristics of the Sample In an attempt to obtain an analysis of factors relating to Hispanic school success, several factors were considered. These variables included race, sex, and grade level of the sample. The demographic data of the sample are summarized in Tables 4.1, 4.2, 4.3, and 4.4. Table 4.1 indicates the size of the Hispanic and Anglo sample groups. Equal N = 145 groups were surveyed in this study. Table 4.3 further categorizes the general Hispanic group into the subcategories used by the United States Department of the Census. Hispanic students re— ported themselves as Mexican American (112); Puerto Rican (7); Cuban (3); South American (4); and Other (19). The "Other" responses included seven students who listed "Chicano", six students who noted "American", two students "Mexican", and four students checked Hispanic, Other; but did not indicate a descriptive term. Table 4.3 shows the sample population breakdown by race and sex. The total sample was virtually evenly split with 49% female and 51% male respondents. The Hispanic population contained 12% more males than females, 56%-44%, while the Anglo population included 8% more females than males, 54%-46%. 69 TABLE 4.1 ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY RACE All Students Race N % Hispanic 145 50.0 Anglo 145 50.0 Totals 290 100.0 TABLE 4.2 ANALYSIS OF HISPANIC SAMPLE DISTRIBUTION BY SUBGROUP Hispanic Students Group N % Mexican American 112 77.0 Puerto Rican 7 5.0 Cuban 3 2.0 South American 4 3.0 Other 19 13.0 Totals 145 100.0 70 TABLE 4.3 ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY SEX All Students Sex N % Female 142 49.0 Male 148 51.0 Totals 290 100.0 Hispanic Students N % Female 63 44.0 Male 82 56.0 Totals 145 100.0 Anglo Students N % Female 79 54.0 Male 66 46.0 Totals 145 100.0 71 TABLE 4.4 ANALYSIS OF TOTAL SAMPLE DISTRIBUTION BY GRADE All Students Grade N % Grade 10 116 40.0 Grade 11 98 34.0 Grade 12 76 26.0 Totals 290 100.0 Hispanic Students N % Grade 10 58 40.0 Grade 11 49 34.0 Grade 12 38 26.0 Totals 145 100.0 Anglo Students N % Grade 10 58 40.0 Grade 11 49 34.0 Grade 12 38 26.0 Totals 145 100.0 72 Table 4.4 describes the sample population by grade level. The population of 116 10th graders, 98 11th graders, and 76 12th graders was evenly split between His- panic and Anglo students. In percentages, 40% were in the 10th grade, 34% in 11th grade, and 26% in 12th grade. Student Attitudes Toward Variables in the Study Family Support Of the 145 Hispanic and 145 Anglo students respond- ing to the items relating to family support for education, the data in Tables 4.5 and 4.6 show that both groups are generally consistent in their answers to the items on the questionnaire. The question totals show a remarkable over- all similarity. The similarity of response can be seen in a comparison of the groups means of 2.37 for Hispanics and 2.39 for Anglos. While the two groups appear to generally answer the questions regarding family in a similar manner, there are areas of differences. Hispanic students disagree less in their response toward conformity to parent's ideas while Anglo students appear less willing to accept parental pressure regarding education. Neither the Hispanic nor the Anglo group report a high parental interest in attend- ing school events and activities. The use of the Two-Way ANOVA statistical procedure further indicates the lack of significant differences between Hispanics and Anglos regarding family support. 73 hm.m u amp: «m. u madam mm Hma vma mom vma mamuoe Om Nv mm Hm 0H .mmwuH>fluom paw muco>m Hoonom pcwuum mucmumm >2 .0H m hm mm mm vm .xuozoEon uponm o5 cowummsw cmumo mucmumm >2 .m .mEos um moEHu umnpo um no 5 mm hm mo ma Hommsm mcwHSC Hoonom mommsomwp MHHEGM >2 .n .oanflmmom mm coflumospm nods mm pom ou smupafino ma mm mm 06 mm “Honp so Gunmmoum van on mucwumm How Doom ma UH .m .mmwpfi .mucmumm Hon\mw£ ou Euomcoo ou TOMS mH 4N ow Hm ma mp pnmxms up :59 mcoa pap HA pHAno m mmaps pH .m .803» cu wuamon CocoaumOSUCD o>mn Ha ha mm mm mm on coupaflno Hams» Como» pasocm mucwnmm .H omummmfia mwuw< mawcouum moummmfio pmpflompca momma wamcouum Ame lav Amy ANS lav meopH mpflmccoADmmsa uuomoumu oncommmm SAHZfiuom paw mucm>m Hoonom pamuum mucmumm >2 .oa ma om ma mm mm .xuo3waon usonm o8 coaumwsv cmumo mucmnmm >2 .m .050: um moaflu Hwnuo an no 0 ha mm vb mm Hmmm5m mcfiusp Hoonom mommsomwp >Hfl5mw >2 .h .manflmmom mm coflumospo 2055 mm pom ou concaflno 0H mm mm nv om Hflmnu so whammoum ppm ou mucmumm How @000 ma pH .m .mmmpfl .mucoumm Ho2\mfl2 o» EHOMGOO on TUNE SH N4 mm m4 Ha mp mnm\wa up asp mcoa map HA pHAno m mmamn DH .m .Emnu ou >uam>oa cocoaumosvcs m>m2 m @m vv ow ma on compaflzo hams» 20mm» pasonm musmumm .H owummmflo momma >Hmcouum ooummmflo Umpflompca moumm >Hmcouum SS 2: AC 5 A: mSmDH 33503850 >Hommumo oncommmm 2QHE¢m Qm¢BOB mMQDBHBB< OAUZd OB QMBfiAmm mZMBH mmH¢ZZOHBmMDO OE mmmzommmm m0 ZOHBDmHmamHQ MUZMDGmmm ©.v mqmdfi 75 From Table 4.7, the F-test of the interaction between race and sex is 2.557 and is not significant at the .05 level. Table 4.8 shows the F-test interaction between race and grade level is .134 and is not significant at the .05 level. The F-test for Grade Effect is significant at the .05 level indicating that grade level does affect students' attitudes regarding family support. Tables 4.9, 4.10, 4.11 Show means and standard deviations of attitudes toward family support by race, sex, and grade level. The only area of difference in family support perception involves grade level. The means of Grades 10, 11, and 12 are 2.26, 2.39, and 2.56 respectively. It appears that the perception of family support is more positive as the student grade level increases. Peer Pressure The data in Tables 4.12 and 4.13 show the responses to the questionnaire items that cluster to the variable of peers. The group means are 3.62 for Hispanics and 3.58 for Anglos. Both groups appear to be similar in their belief in group mixing, aversion to fighting, and staying in school if their friends drop out, but differences are appar- ent. Hispanics appear to be more influenced by parents and teachers and less influenced by friends than Anglos as re- ported in Questions 14 and 15. There is strong agreement by both Hispanics and Anglos regarding staying in school. 76 Hom. wmm mmm.mvH Hmuoe mom. mmm vom.HwH HMDpHmmm mmw. mam. mmv. m mmm.H COCHOHme HHH. nmm.m mmN.H H mmN.H Hm> Hm HHH. nmm.m mmm.H H mmm.H mGOHuomumucH >m3|m mvh. GOH. mmo. H mmo. Hm> «on. mvH. mho. H mno. Hm «mm. NHH. mmo. N NHH. muommmm ch2 m mo m mumsqm .m.a mmnmsqm coHumHum> mo mousom OOCGOHchmHm cmmz mo 85m .<>Oz¢ >m31039 mchs >n Aam>v xmm pap mev momm Sp SHHSmm memem> mchmma mo muHsmmmuuh.4 mamas 77 oom. mmm HmH.wvH Hmuoa vmv. mmm nHm.mmH HUDUHmmm me. hvn.H mmm. m mHm.v Umchmem mum. va. omo. N mmH. mm> Hm mum. «MH. owe. m mmH. mcoHuomumch >mzu~ mHo. vom.¢ who.m N va.v mm> mvm. mmo. mHo. 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Hm mmo. mmm.m «mm.H m NmH.¢ muommmm GHm2 m mo m oumsvm .m.o mmumsvm coHumHHm> mo Condom OOGOOHMHsmHm cmoz mo Edm Amm>v mpmuw UGO AHmv .¢>Oz¢ >m3uoza maHm: >n Comm >n >HHEmm THQMHHD> mcHumwB mo mUHsmmmllm.¢ mHmae 78 mm.H mm. om.H «m. om.H GOHHODCOHHO mususm meuH>Huo¢ vH.m mm. mH.m on. mH.m HmHDOHHHDU muuxm mm.m ow. mm.~ Hm. mn.m cOHumummucH Hoonom om.m hm. mm.m mm. mm.m Gunmmmum Hmom nm.m 4n. mm.m mm. nm.m upommsm SHHSmm mmsouo .o.m COTE .o.m cmo2 MOM cmm2 Hmuoa onc< OHcmmmHm 00mm paw 00mm >n OOHMHmmmHU .mGOHuwH>oo pumpcmum .mmHanum> ucmpcmmmo can mammzllm.w mqmfla 79 om.H Hm. h>.H hm. ov.H GOHumucmHuo mususm mOHpH>Huo< mH.m mm. no.m Hm. mm.m HmHDOHHHDO mnuxm mm.m no. mn.m mm. mm.m aoHumummucH Hoonom mm.m mm. pv.m mm. m>.m Gunmmoum Hmmm mm.~ mu. mm.m mm. nm.m uuommsm >HHSmm masonw .Q.m cmmz .o.m cmm2 How cmm2 Hmuoa mHm2 mHmEmm xmm .mmHQmHnm> ucopcmmoo paw xmm >3 UGHMHmmmHU .mGOHumH>mo pumpcmum paw mcm02|IOH.v mamme 80 ucmpcomwo paw om.H mm. vn.H mm. vm.H mm. mm.H :oHumucmHuo Gannon mOHuH>Huo¢ mH.m mo. wm.m mm. HH.m mm. mH.m HmHDOHHHDU mupxm mm.m mm. mm.~ mm. mm.m mm. om.m :oHumHmoucH Hoonom ow.m hm. mm.m no. nm.m vm. om.m Guzmmmum Doom mm.~ H5. mm.m mm. mm.~ mo. mm.m Duommsm >HHSmm mmsouw .Q.m Gmo2 .o.m cmm2 .Q.m cmmz Mom Gmo2 Hmuoe mpmuo SD pmflmflmmmao .mcoflpmppmo ppmpcmpm .mmHQMHHm> paw mammzllHH.¢ mamma 81 No.m n cmmz mm. H man4 hmm mmH MOH mm mm mHmuOB .pso moup omHm >Hnmnoum 4m mm m a o HHHS H .Hoonom no use mono mpcmflnm HS pH .mH .cqu padoum Hm mm mm mm OH woman on =mcmm= m ppm: on ucmupomSH mH DH .OH .op on OS and; mucoumm paw muosomou >8 umn3 cmnu mm mm mm MH w unmuHOQEH whoa mH ow on we ucm3 mpcmHHm >8 papa .wH .OcooEOm OOGH>QOO on mumHm Hso> mms mo mN mm mH 0H puss 50> 0cm .smsoco nos mH mcHmeu moEHuoEom .mH .chx :30 om mm HH v m “50> mo mHmomm SUHS >Hco 2H8 ou poom mH pH .NH owummmHo omumd >Hmcouum moummmHQ COUHOOCGD mmumd >Hmcouum mEmuH OHHOGGOHDUOSO Amy 23 “my ANS HHS >uomoumo mmcommmm mmmmm QMflSOB mMQDBHBB< UHdemHm OB DMBfiHmm mZmBH mmH¢ZZOHBmmDO OE mmmzommmm m0 ZOHBDmHMBmHQ MUZWDOmmm NH.¢ mqmfih 82 mm.m u cmmz mm. H mand mHm mom 00H mm mm mHmuoe .uso moup OmHm >Hnmp0pm NHH vm N m m HHH3 H .Hoosom mo uso monp mUCOHuH >8 HH .mH .nuHB pcsoum mm mm mm mo a spoon 0» =oomm: m o>ms op unoppomSp mp up .op .op ou TE uzm3 mucoumm cam muwnommu >8 umn3 cmnu vv Ho om h m ucmuuomsp whoa mH Op O» we ucmz mpcmHnm >5 umsz .vH .ocomfiom OOGH>GOO ou mumHm Hso> mm: mm ow 0H OH OH umse 50> paw .nmsoco no: mH mcHmeu moEHumEom .MH .oopp ago mo mo op o o poo» po mpoooo apps Hpoo xpe op poop mp up .Np moummmHo mmnmd >Hmcouum oopmMmHo pmpHoopcD oopmd >HmGOHum Ame loo imo ANS 1pc msmpp mppmmaoppmmoo >Homoumo oncommmm mmmmm QMdZOB mMQDBHefid OHOZd OB omB¢Hmm mZMBH mmH£ZZOHBmmDO OB mmmzommmm m0 ZOHBDmHMBmHQ MUZMDGMmm MH.v mqmda 83 Table 4.14 shows the interaction between race and sex regarding peers is 1.983 and is not significant at the .05 level. Table 4.15 shows an F-test of .106 interaction between race and grade level and also is not significant at the .05 level. Only race as a Main Effect with sex is significant at the .05 level. From the Means Tables 4.9, 4.10, 4.11, two conclusions can be drawn: (1) males are less positive in their attitude toward peers (3.44 males; 3.78 females) and (2) 10th grade students are similarily less positive than upperclassmen. (3.50 10th; 3.67 11th; 3.65 12th) School Integration The data in Tables 4.16 and 4.17 show the responses to the questionnaire items that cluster to the variable of school integration. The group means are 2.73 for Hispanics and 2.98 for Anglos. The differences in means indicate that there are differences in Hispanic and Anglo attitudes toward school values. From the data responses, Questions 21, 27, 28, and 30 contain the largest differences in raw scores. In this set of questions, a (4) Disagree or (5) Strongly Disagree response would represent an acceptance of traditional school values such as grades, attendance, school rules, and discipline. 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Hm mHm. mmH.H mph. m mvN.N muommmm CHGE m mo m mumsgm .m.o woumsqm GoHumHnm> mo mopsom TOGOOHHHGmHm Gmmz mo 85m .¢>oz¢ >m31039 mchs >n 1mm>v mompo poo ipmv Doom Hp mummo mppmppo> onppmme mo mppommmuump.o mpmde 86 mn.m n coo: mm. u msmpm GNH ovN ovN omH vb mHmuoe o om mo 44 pm .ppmmcs mp mpppmpompp poopom .om mH ow Nm 5H NH .mmHSH Hoonom >cma oou umsn 0pm mumps .mN .mmusoo 02» Oman 50> mm mGOH mm pm we op op m popums >ppoop u.cmmop monopcopum mmmpo poop .mm .mmmHo m ousH 0800 SM mm Hm NH m umHHH 50> £023 pom £055 >uumpm mH OCMHm H50> .nN .GHMOH on HCDB >02» umsu Hoozom Op mm pm pm pp :p moppnp opp snoop pop op Nppmop mpcmoopm .mm .Hoocom mHnu SH NH NH mm mp mH mopppm co poomHm mocmupomEH £055 00» mH muons .HN moummeo mmumfi >Hmcouuw mwpommHo COUHOTCCD ooumm >HmGOHum pmo lav Amv pmo ppv maopp oppoccoppmosd >uomoumu mmcommwm ZOHBNMUMEZH Hoomom DfifiZOB MHDDBHBBH UHZspE oou um5n 0pm muons .mN .omp500 Gnu mmpm 50> mp GGOH mp mp Op mp p o pmppps >ppmop p.:mmop mocppcmpup mmppo pooo .mm .mmpHo p ouaH wfioo om Nm NN m o umppm 50> :023 now 2055 >uumpm mH opppm H5o> .nN .GHMOH ou ucp3 >02u upnu Hoosom m cm am om op pp mopppu opp appop pop op Npppmp mucopopm .Nm .Hoocom mpnu CH m mm pm pm HH mopppm c0 poopHm Gospupomap £058 oou mp muons .HN mopmpmpo 00pm4 >H0G0pum OOHmMmHQ COUHOOCCD 00pm< >Hmc0pum E E 5 D E HHS >Hom0umo oncommom mEouH mpHpccoHumm5O ZOHBmmOMBZH Hoomom QMdBOB mMDDBH994 OHOZfl OB QMB Hm mmm. pmp. mum. 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The majority of responses tended to be conservative clustering toward the middle. The Two-Way ANOVA F-test for the interaction be- tween race and sex (Table 4.22) shows an F value of 1.195 which was not significant at the .05 level. The Main Effect level of .733 for race was not significant, but the .020 level for the Sex Main Effect was significant at the .05 level. Table 4.23 shows a similar result for the interaction between race and grade regarding extra-curric- ular activities. The F-test interaction value is .935, not significant at .05, while the Race Effect (.638) and Grade Effect (1.143) are also not significant at .05. The means of the groups in Tables 4.9, 4.10, 4.11 are interpreted to Show: (1) Little meaningful signif- icance between Hispanics and Anglos test regarding atti- tudes toward extra-curricular activities; (2) Females appear Slightly more positively affected; and (3) 12th graders also appear to be more positively influenced by extra-curricular activities. Future Orientation With the exception of Question 46, Tables 4.24 and 4.25 show that there was a high degree of consistency between Hispanic and Anglo students in responding to ques- tions regarding future orientation. Both groups strongly felt the need to stay in school and were accepting of the 94 «mo. ppm Nnm.mmp pppoe mpv. mmm ppm.pr ppsppmmm mno. Nmm.m pmo.p m ppp.m pmcpppdxm mum. mmp.p mmm. p mmm. pm> pm mum. mmp.p mmm. p mmm. mpOppoppmucp >pzum omo. ppp.m pr.~ p pr.N pm> mmn. ppp. Nmo. p Nmo. p5 mmo. omm.N mpm.p m pmp.N mpompmm 5pm: 0 Ho 0 050500 .0.5 0050500 50H50H50> 00 005500 00500HHH50H0 5002 00 550 050 AHmv 000m >2 50H50H555UI05uxm .m>oz¢ >031039 05H05 >2 AHm>V x00 0H20H50> 05H500B 00 05H500m|INN.p 04049 95 H00. mmN m>0.NmH H0209 H00. mmN mpv.OMH H050H000 mmp. H00. 000. m mNN.N p05H0me0 vmm. 0mm. Hmv. N N00. mm> H0 «mm. mmm. pmp. N Npm. 050p50050055 >051N CNN. mpH.H 5N0. N pmo.H mm> mNp. 0N0. pmN. H pmN. H0 00m. 000. 000. m >0N.H 0500000 5H02 0 Ho 0 050500 .0.5 0050500 50H00H50> 00 005500 00500H0H50H0 5002 00 550 .2>oz2 >031039 05H05 >2 Amm>v 00050 050 HHmv 0000 >2 50H50H555OI05250 0H20H50> 05H500B 00 05H5000|ImN.v 0002B 96 op.p u app: pp. u mpmpp 0N HN ONH owN mom 0H05OB .50H500500 H05500 >5 5H 0050 505H0 h 0 0N 00 mm 025 >H50 50H5050050 H00200 20H2 500H0500 H .00 .00HH 00 550 5503 H 005H25 05 000H 0H503 0 NH ow pm 0N H00200 5H 05H>050 5025 0052500 50>05 0>02 H .00 , .000HH00 05 00 5.500 0 m 0H 00 00 H 05 50>0 05 0H02 HHH3 H00200 5H 5500H H 5023 .N0 .30550505 2ofl 0000 0 0050000 0503 H 0H 50>0 0 H 0H H0 H0 05050050 050 H00200 5H >050 05 500050 0H503 H .N0 0 0 0 NN N0 .H00200 20H2 050H0500 05 05 500 >50000005 0H 5H .Hv 00500050 00502 >H050550 005000HQ 000H0005D 00502 >H050550 200 App 2N0 2N0 2H0 0505H 05p0550p50050 >500050o 00500000 ZOHB2BZOH00 003930 Qm2309 mmDDBHBB2 UHZ550 5055050050 500500 5055 50050500 H .00 .0055 00 550 5503 H 005555 05 0005 05503 N 05 0m mm mm 500000 :5 0055050 5005 0055500 50>0: 0>00 5 .00 .0005500 05 00 5.500 0 0 m5 0m 00 H 05 50>0 08 0505 5553 500500 55 55005 H 5053 .m0 .30550805 50m 0000 0 0050000 0503 H 05 50>0 0 h 0 mm 00 05050050 050 500500 55 >050 05 500050 05503 H .N0 05 m m mm ~05 .500500 5055 05050500 05 0B 500 050000005 05 5H .50 00500050 00500 05050550 00500050 000500050 00500 05050550 Amy 500 Amy 550 550 05055 0550000550050 05000500 00500000 oneflazmHmo 003930 000309 00039H990 05020 09 0094500 0209H 00H¢ZZOH9003O 09 000200000,00 ZOH930H090H0 M0203Q000 mm.0 00009 98 need of school as a path for future reward. The only question answered significantly different was the His- panic feeling that high school graduation was a term- inal educational step while Anglos more generally saw high school graduation as a step toward additional for- mal education. The means for the two groups were ident- ical at 1.60 which was highly positive regard future orien- tation. The Two-Way ANOVA F—test for the interaction be- tween race and sex (Table 4.26) shows an F value of 4.469. For the interaction between race and grade (Table 4.27), the F-test value was .425. Neither value was significant at the .05 level. However, the Main Effect value for sex was significant at .05. The Group Means (Tables 4.9, 4.10, 4.11) for future orientation show the following: (1) There appears to be no difference between Hispanics and Anglos tested regarding attitudes regarding future orientation; (2) Females appear significantly more future oriented than males (1.40 mean to 1.77 mean); and (3) 12th graders ap- pear slightly less future orientated than underclassmen. One-Way ANOVA Tests Tables 4.28, 4.29, 4.30, 4.31, 4.32 show the re- sults of testing the variables of Family, Peers, Integra- tion, Extra-curricular, and Future by Race by a One-Way 99 omm. mmm mmm.HmH Hmuoa Hme. mmm moo.mMH Hmsonmm Hoo. mmm.m mHN.v m mmm.mH cmchmem mmo. mmv.v mmH.m H mmH.N Hm> Hm mmo. mmv.v mmH.m H mmH.N m:0HuomumucH maxim Hoo. omN.HN mmv.OH H mmv.oH Hm> NHv. who. Hmm. H Hmm. Hm Hoo. meo.OH omm.m N Hmv.0H muommmm GHmE m mo mumsgm .m.o mmumswm coHuMHHm> mo monsom cosmOHMHcmHm com: mo Edm .¢>Oz¢ >MBIO3B mchs an AHm>c xmm can AHmc momm an mucusm mHanum> mcflumme mo muHsmmmuuom.v mamas 100 omm. mom omo.mmH Hmuoe omm. mom Hmo.omH Hmsommmm omo. omo. mHm. m omm.~ omchHaxm omo. mmo. omm. m moo. mm> Hm «mo. mmo. omm. m moo. m:0HuomumucH mmzum omH. ooo.H smo.H m oHH.m mm> mmo. moo. moo. H moo. Hm «mm. mo~.H moo. m mHH.N muommmm chz m mo m mumsgm .m.o mmnmsvm cOHbMHHm> mo condom moamoHMHcmHm now: no 85m Amm>v mowuo pom AHmv .¢>OZ¢ mmzlose maHmD ha comm an manpsm mHQMHHm> mcHamme mo muHsmmmllo~.w mqmde 101 TABLE 4.28--Results of Testing Variable Family by Race by One-Way ANOVA. Source Sum of Squares D.F. Main Square Between Groups 6.0686 3 2.0229 Within Groups 144.1032 287 .5021 Total 150.1718 290 F = 4.0288 Significance = .0079 TABLE 4.29--Results of Testing Variable Peers by Race by One-Way ANOVA. Source Sum of Squares D.F. Main Square Between Groups 15.5646 3 5.1882 Within Groups 180.9509 287 .6305 Total 196.5155 290 F = 8.2288 Significance = .0000 102 TABLE 4.30--Resu1ts of Testing Variable Integration by Race by One-Way ANOVA. — —————-————_———_—————_——_——— _ ———————_———_—— Source Sum of Squares D.F. Main Square Between Groups 13.2008 3 4.4003 Within Groups 124.8405 287 .4350 Total 138.0412 290 F = 10.1159 Significance .0000 TABLE 4.31--Resu1ts of Testing Variable Extra—curricular by Race by One-Way ANOVA. Source Sum of Squares D.F. Main Square Between Groups 11.5737 3 3.8579 Within Groups 132.3644 287 .4612 Total 143.9381 290 F = 8.3649 Significance = .0000 103 TABLE 4.32--Resu1ts of Testing Variable Future by Race by One-Way ANOVA. Source Sum of Squares D.F. Main Square Between Groups 2.7139 3 .9046 Within Groups 159.4373 287 .5555 Total 162.1512 290 F = 1.6284 Significance = .1829 Analysis of Variance. In the case of Family (.008), Peers (.000), Integration (.000), and Extra-curricular (.000) the differences in variance were significant at the .05 level. Only the Future variable (.183) failed to show significance. Hispanic and Anglo Schooling Wanted, Expected, Certain As a result of student attitudes, as reflected on their responses on the questionnaire, the questions of amount of school wanted; amount of school expected; and certainty of school appear to this researcher to summarize a student's or group of students' attitude toward school and school importance. Questions 48, 49, and 50 attempted to elicit student response to these summary questions. The results were then Crosstabula- ted by race. 104 Table 4.33 shows the student responses by race to the amount of schooling students indicated they wanted. In both sample populations, a high percentage (Hispanic 97.9; Anglo 97.3) wanted to finish high school. More Anglos wanted to complete 4 years of college, but more Hispanics indicated a desire to complete graduate school. Table 4.34 shows the student responses by race to the amount of schooling students indicated they actually expected. Again a high percentage (Hispanic 97.2; Anglo 99.3) expected to complete high school. The number of both Hispanics and Anglos who expected to complete 4 years of college or graduate school dropped with an in- crease in students who expected only to complete high school. The change of educational level was somewhat more for Hispanics than for Anglos. Table 4.35 shows the student responses by race as to certainty of schooling completion. A majority of Hispanics (70%) and Anglos (80%) indicated that they were certain or very certain of their education.7 How- ever, 30% of the Hispanics indicated they were not very certain or uncertain of their educational plans as com- pared to 20% of the Anglos. 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