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 language | English (US) |
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Pages (from-to) | 443-458 |
Number of pages | 16 |
Journal | Journal of Research on Adolescence |
Volume | 25 |
Issue number | 3 |
DOIs | |
State | Published - Sep 1 2015 |
ASJC Scopus subject areas
- Cultural Studies
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)
- Behavioral Neuroscience