"The Relationship Of Acculturation, Achievement, And Alienation Among S" by Ignacio Ruben Cordova
 

Teacher Education, Educational Leadership & Policy ETDs

Publication Date

10-28-1968

Abstract

The problem of this study was to determine what relationships existed between acculturation, achievement, teacher expectations and the alienation of Spanish American students.

The sample used in this study consisted of 480 Spanish American sixth grade students and their teachers. For purposes of analysis the sample was divided into urban middle class, urban lower class, and rural students. Four sets of data were collected for the student sample. This data included (1) acculturation measures (a composite and seven subtest measures); (2) alienation measures (a composite and four subtest measures); (3) a composite achievement measure; and (4) a socio-economic status index. In addition, a teacher expectation measure was taken from the teachers in the sample. Correlation analysis, by means of a Pearson Product Moment Correlation, was used to analyze the nature and strength of the relationships between these variables. Analyses were computed for the sample as a whole, and for each separate group.

No significant differences were found between the three groups in composite achievement, composite alienation, composite acculturation, and teacher expectations. No significant relationships were found between several of the subtest measures of these two variables, both for the total sample and for the separate groups. The same results were found to exist between alienation and achievement, and between achievement and acculturation.

Significant relationships were found between the teacher expectations and alienation for the total sample, the lower class sample, and the rural subjects. No significant relationships were found between teacher expectations and acculturation, and between teacher expectations and achievement. Significant relationships were found between the socio-economic status and the alienation of subjects in the sample. No significant relationships were found between socio-economic status and acculturation, or between socio-economic status and achievement.

The following conclusions were drawn from the results of the study:

  1. The educational alienation of the Spanish American students in the sample is significantly related to their level of acculturation.
  2. The educational alienation of the Spanish American students in the sample is significantly related to their level of achievement.
  3. The educational achievement of the urban middle class subjects in the sample is significantly related to their level of acculturation.
  4. The educational alienation of the urban lower class sample is significantly related to their teachers’ expectations.
  5. The teachers’ expectations of the students in the sample investigated is not significantly related to the acculturation level, the achievement level, and the socio-economic status of the students.
  6. The educational alienation of the students in the sample are significantly related to their socio-economic status.
  7. The socio-economic status of the students in the sample is not significantly related to their acculturation level or their achievement level.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Horacio Ulibarri

Second Committee Member

Richard Jerome Griego

Third Committee Member

Richard Lee Holemon

Fourth Committee Member

Tom Wiley

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