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Southern Immigrant Academic Adaptation Study
Achieving Excellence: Latino Students Graduating From High
School in North Carolina
Lisa Spees
Dr. Krista Perreira
UNC Chapel Hill Department of Public Policy
Southern Sociological Society 2011
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Southern Immigrant Academic Adaptation Study
Southern Immigrant Academic Adaptation Study
• Sample– 219 North Carolina 12th grade students from the
2009-2010 school year– 3 urban schools and 5 rural schools
• Data: Mixed Methods– 45-minute in school survey: immigration histories,
SES, language use, family relationships, ethnic identification, educational attitudes, mental health, perceived discrimination, future plans
– Supplementary take home survey: SES, language use
– Daily diary checklist: Daily events, stressors, mental health, activities
– Qualitative interviews of 24 youth and caregivers
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Southern Immigrant Academic Adaptation Study
Overview of Study Participants
• Student Characteristics
– 51% foreign born ; 49% from Mexico; 75% arrived before 13 years old
– 51% U.S. born; 10% third generation
• Family Characteristics
– 52% 2-parent household; avg. HH size=3
– 55% at least one parent has a HS degree
– 47% both parents employed
• Language Characteristics
– 26% English is primary home language
– 75% English is spoken in the home
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Southern Immigrant Academic Adaptation Study
School Aspirations
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Southern Immigrant Academic Adaptation Study
School Motivations
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Southern Immigrant Academic Adaptation Study
Challenges to School Success: School Belonging
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Southern Immigrant Academic Adaptation Study
Challenges to School Success: Negative Racial Treatment
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Southern Immigrant Academic Adaptation Study
Challenges to School Success: Economic Hardships
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Southern Immigrant Academic Adaptation Study
Challenges to School Success: Family Obligations
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Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Physical Health
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Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Family Support
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Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Teacher Support
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Southern Immigrant Academic Adaptation Study
Conclusions
• Foreign and native born students have high academic aspirations
• Multiple challenges to academic success
– School belonging, economic hardships, perceived discrimination
• Multiple support systems to minimize stressors
– Personal Health, family support, teacher support
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Southern Immigrant Academic Adaptation Study
Conclusions: Teacher Support
• Quote 1
– I: Are there a few teachers who have been really supportive of you?
– R: There is a couple. Like my art teacher. She’s helped me a lot through the years, and she’s helped me out with a lot of projects. Not just my senior project. She’s also - I’ve talked to her about colleges to look into and stuff, so she’s also giving me advice. She’s helping me out a lot.
• Quote 2
– R: My counselor, she’s the same counselor my brother had, Ms. [X], she like helped my brother out when we had problems same with me. She’s really supportive. I think she’s a really good counselor. Actually, she’s really helpful. She helped me with college.
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Southern Immigrant Academic Adaptation Study
Additional Information
• SIAA Website
– http://www.cpc.unc.edu/projects/siaa