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Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students = = Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students =/ Keila Moreno Navarrete.
其他題名:	Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos /
作者:	Moreno Navarrete, Keila,
面頁冊數:	1 electronic resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Gifted education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31483556
ISBN:	9798383421512

Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students = = Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos /
Moreno Navarrete, Keila,

Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students =Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos /Keila Moreno Navarrete. - 1 electronic resource (161 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

An increasing number of students in the United States identify as Hispanic or Latino/a. These students enter American classrooms from varying backgrounds with diverse talents. Many of these students are proficient in at least two languages. Unfortunately, Hispanic students are underrepresented in gifted and talented programs, nationwide. The present study contributes to the limited empirical research on talented, biliterate, Hispanic, first-generation, and second-generation immigrant students by investigating strength-based factors (i.e., academic resilience, biliteracy, and school belonging) using both quantitative and qualitative evidence. Quantitative data from 30 bilingual Hispanic high school students were collected through an online survey with items measuring academic resilience and school belonging. Survey respondents resided across eight states in the United States with family origins in Mexico, Honduras, Colombia, El Salvador, Guatemala, and Peru. Two one-way Multivariate Analysis of Variance (MANOVA) tests were conducted to examine whether there were differences between groups of Hispanic students (gifted vs. general cohort and U.S.-born vs. foreign-born). Quantitative results indicated that students who reported previous and/or current participation in gifted programs attained higher levels of academic resilience and school belonging, than those who reported no participation in gifted programs. Additionally, students who reported being born in the United States attained higher levels of academic resilience and school belonging, when compared to students who reported being born in Spanish-speaking countries. Additionally, qualitative data were collected through email interviews from nine Hispanic students who reported previous and/or current participation in gifted programs, with family origins in Mexico, Guatemala, and El Salvador. First cycle line-by-line coding produced 264 In Vivo, Process, Descriptive, and Emotion codes. Second cycle coding using Structural codes for larger data segments produced 15 codes, and the following three themes emerged: Bilingual Experience, Academic Resilience, Opinions About School. Convergent findings, practical implications, and recommendations are also discussed.

English

ISBN: 9798383421512Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Academic resilience

Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students = = Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos /
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245 1 0 $a Examining School Belonging and Academic Resilience Among Biliterate and Multilingual High School Students = $b Investigacion sobre la Pertenencia a la Escuela y la Resiliencia Academica entre Estudiantes Bilingues en Estados Unidos / $c Keila Moreno Navarrete.
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500 $a Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
500 $a Advisors: Robinson, Ann Committee members: Benton, Amy; Deitz, Christine; Esquierdo, Joy; Pena de Martinez, Lupe.
502 $b Ed.D. $c University of Arkansas at Little Rock $d 2024.
520 $a An increasing number of students in the United States identify as Hispanic or Latino/a. These students enter American classrooms from varying backgrounds with diverse talents. Many of these students are proficient in at least two languages. Unfortunately, Hispanic students are underrepresented in gifted and talented programs, nationwide. The present study contributes to the limited empirical research on talented, biliterate, Hispanic, first-generation, and second-generation immigrant students by investigating strength-based factors (i.e., academic resilience, biliteracy, and school belonging) using both quantitative and qualitative evidence. Quantitative data from 30 bilingual Hispanic high school students were collected through an online survey with items measuring academic resilience and school belonging. Survey respondents resided across eight states in the United States with family origins in Mexico, Honduras, Colombia, El Salvador, Guatemala, and Peru. Two one-way Multivariate Analysis of Variance (MANOVA) tests were conducted to examine whether there were differences between groups of Hispanic students (gifted vs. general cohort and U.S.-born vs. foreign-born). Quantitative results indicated that students who reported previous and/or current participation in gifted programs attained higher levels of academic resilience and school belonging, than those who reported no participation in gifted programs. Additionally, students who reported being born in the United States attained higher levels of academic resilience and school belonging, when compared to students who reported being born in Spanish-speaking countries. Additionally, qualitative data were collected through email interviews from nine Hispanic students who reported previous and/or current participation in gifted programs, with family origins in Mexico, Guatemala, and El Salvador. First cycle line-by-line coding produced 264 In Vivo, Process, Descriptive, and Emotion codes. Second cycle coding using Structural codes for larger data segments produced 15 codes, and the following three themes emerged: Bilingual Experience, Academic Resilience, Opinions About School. Convergent findings, practical implications, and recommendations are also discussed.
520 $a El numero de alumnos que se identifican como hispanos o latinos sigue creciendo en los Estados Unidos. Estudiantes hispanos entran a las aulas estadounidenses con origenes distintos y con talentos diferentes. Muchos de estos alumnos dominan al menos dos idiomas. Desafortunadamente, los estudiantes hispanos estan subrepresentados en los programas para alumnos con habilidades y talentos avanzados en EE. UU. Esta investigacion contribuye a el estudio empirica enfocado en los alumnos talentosos, multilingues, hispanos, inmigrantes de primera y segunda generacion al investigar la resiliencia academica, el impacto de ser bilingue, y la pertenencia a la escuela utilizando evidencia tanto cuantitativa como cualitativa. Para esta investigacion, se recopilaron datos cuantitativos de 30 estudiantes hispanos bilingues a traves de una encuesta en linea con preguntas que miden la resiliencia academica y la pertenencia a la escuela. Los encuestados residian en ocho estados en EE. UU. con origenes familiares en Mexico, Honduras, Colombia, El Salvador, Guatemala y Peru. Se realizaron dos pruebas de Analisis Multivariado de Varianza (MANOVA) unidireccionales para examinar si habia diferencias entre grupos de estudiantes hispanos. Los resultados cuantitativos indicaron que los estudiantes que habian participado en programas para alumnos con habilidades y talentos avanzados demostraron niveles mas altos de resiliencia academica y pertenencia a la escuela, comparados con los alumnos que no habian participado en cursos avanzados. Ademas, los estudiantes nacidos en EE. UU. demostraron niveles mas altos de resiliencia academica y pertenencia a la escuela, en comparacion con los estudiantes nacidos en paises de habla hispana. Ademas, se recopilaron datos cualitativos a traves de entrevistas por correo electronico de nueve estudiantes hispanos, con origenes familiares en Mexico, Guatemala y El Salvador. La codificacion hecha linea por linea en el primer ciclo produjo 264 codigos In Vivo, de Proceso, Descriptivos y de Emocion. La codificacion del segundo ciclo utilizando codigos estructurales para segmentos de datos mas grandes produjo 15 codigos y surgieron los siguientes tres temas: la experiencia bilingue, la resiliencia academica, y opiniones sobre la escuela. Tambien se compartiran los resultados convergentes, las implicaciones practicas y las recomendaciones de esta investigacion.
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653 $a Academic resilience
653 $a Biliterate students
653 $a Hispanic students
653 $a Immigrant students
653 $a School belonging
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710 2 $a University of Arkansas at Little Rock. $b Educational Leadership. $e degree granting institution. $3 3827963
720 1 $a Robinson, Ann $e degree supervisor.
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