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    "Too Cool for School": The Impact of School Resistance and Self-Monitoring Strategies on Latino Male Student Achievement

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    Author
    Covarrubias, Rebecca Guzman
    Issue Date
    2012
    Keywords
    Peer Groups
    School Resistance
    Self-Monitoring Strategies
    Psychology
    Academic Achievement
    Latino Student
    Advisor
    Stone, Jeff
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Latino male students lag far behind their Latina and European American counterparts in academic achievement (Yosso & Solorzano, 2006; Moll & Ruiz, 2002). One potential explanation for this discrepancy is the pressure to resist school behaviors (Fordham & Ogbu, 1986) that Latino male students may encounter from their same-sex and same-ethnic peer group members. The current dissertation research explores how messages of school resistance from peers impact Latino student achievement and how self-monitoring strategies (i.e., regulating one's behaviors; Snyder, 1974) may provide a coping strategy for this school resistance. In Study 1, Latino and European American male and female undergraduate students (N=95) completed peer school resistance items and reported GPAs. Analyses revealed that while male students reported higher perceptions of peer school resistance than female students, peer school resistance was only negatively correlated with achievement for Latino male students, and was unrelated to achievement for European American male students. In Study 2, Latino and European American male and female undergraduate students (N=413) completed self-monitoring items and reported SAT math scores. Analyses revealed that self-monitoring strategies were positively correlated with achievement for Latino male students, but were unrelated to achievement for Latina and European American male and female students. While Studies 1 and 2 used correlational methods, in Study 3, Latino high school students (N=174) who were randomly assigned to read messages of high or low peer school resistance completed self-monitoring items, thoughts about achievement items, and an achievement task (i.e., AIMS math items). Analyses revealed that high peer school resistance encouraged Latino male students to present more negative thoughts about achievement compared to low peer school resistance. Additionally, self-monitoring was positively related to achievement for Latino male students. Peer school resistance and self-monitoring had no effects on Latina students' thoughts or achievement. These findings demonstrate the negative impact of peer school resistance on Latino male student achievement, and the positive effects of self-monitoring on achievement for this cultural group. This research aims to offer new perspectives on the Latino male student achievement gap. Implications for future research are discussed.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Psychology
    Degree Grantor
    University of Arizona
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