Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

Jan N. Hughes, Myunghee Im, Oi Man Kwok, Heining Cham, Stephen West

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for nonbilingual students.

Original languageEnglish (US)
Pages (from-to)443-458
Number of pages16
JournalJournal of Research on Adolescence
Volume25
Issue number3
DOIs
StatePublished - Sep 1 2015

ASJC Scopus subject areas

  • Cultural Studies
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)
  • Behavioral Neuroscience

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