1. A summary of peer-reviewed articles Motivation among Latino/a students

2. Beliefs of Intelligence, Knowledge Acquisition, and Motivational Orientation J.D. Nichols, J.J. White, M. Price Premise Research-based comparative analysis (Latino students vs. White Students) Designed to examine the how beliefs about knowledge and intelligence effect motivational perceptions of Hispanic vs. White Students Outcome Uses a Likert-type scale with 62 different intelligence and knowledge type questions. For example, a question pertaining to simple knowledge: 1. When I want to learn something, I look for specific facts. 2. Most words have one clear meaning. Findings are that intelligence beliefs and knowledge acquisition may work in tandem to impact self-regulation, and thus influence student motivation. Overall findings suggest that differences in motivation are based on history of academic success, not economic factors Results of this study show that white students have higher motivation and perceptions of knowledge levels. Drawback: A limitation in this study is that Latino students were not identified as English proficient, non-proficient, or ESL

3. Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups Garr J. Salinas Premise Research-based article Data was collected on student’s performance on state standardized tests to see how well students performed on non-traditional learning criteria, such as creativity, motivation, openness to diversity, and meta-cognitive skills. The learner-centered model of education argues that the control of the learning should reside primarily on the learner with the teacher serving as a facilitator. The basis for this article is to examine the learner-centered theory. This research examines this theory by testing white students and minority students after receiving learned-centered teaching, and also testing a different group of white and minority students after receiving “traditional” type teaching. Outcome Minority students who received learner-centered teaching received higher test grades than white students who received “traditional” teaching. Minority students who received learner-centered teaching received higher test grades than white students who received learner-centered teaching.

4. Family Matters Related to the Reading Engagement of Latino Children A. Arzubiaga, R. Rueda, and L. Monzo Research-based article Aimed at understanding the correlation between family features and the motivation to read Results indicate that the motivation of a child to read decreases as the child’s family workload increases Results indicate that a child’s motivation to read increases the more a child’s family spends time together Results indicate that the more a family involves children in literacy related religious activities, the better the children think of themselves as readers Results can be used to help policy makers, school counselors, and teachers develop decisions tailored to child and his/her family

5. Hispanic Parent’s Perceptions of Children’s Education Suk Young and K. Vrongistinos Research-based article Qualitative study of 32 parents The study aims to research Latino parents’ thoughts and perceptions as they pertain to intrinsic and extrinsic motivation. Intrinsic motivation (derive motivation through internal and personal factors such as interests and rewards). Extrinsic motivation (derive motivation through external factors like rewards, punishment, and peer pressure). The study asks simple questions of the parents. The researchers derive their conclusions about the parents’ intrinsic and extrinsic motivational perceptions from their answers. The study looks at the parents’ motivational modes affecting aspects of their child’s educations such as their child’s career decision and their perceptions of education. It also sought to find the parent’s informal means of educating their children at home.

6. Role of Mathematics Self-efficacy and Motivation in Mathematics Performance Across Ethnicity T. Stevens, A. Olivarez, W.Y. Lan, M.K. Tallent-Runnels Premise Research-based article that measures the self-efficacy and motivational levels of Latino/a students to predict overall math achievement. Math achievement is defined as math performance and plans to take additional math classes. 358 students in Grades 9 and 10 who attended West Texas High School. The students are given 20 math questions and asked to answer them and then give a “level of confidence” on a 1-5 scale. Outcome The test models support the finding that self-efficacy predicts motivational orientation and math performance. The test models revealed one significant difference: the relationship between prior math achievement and self-efficacy was stronger for Latino students. Furthermore, white students do not place as much emphasis on prior mastery skills to influence their self-efficacy; this suggests that other factors are active in influencing their self- efficacy. One interesting finding is that a greater number of Hispanic students than white students surveyed that math was “useful.” This would suggest that the poor performance of Hispanic students in math is not because they place little value on the importance of math.

7. Motivating Students to Behave in Socially Competent Ways K.R. Wentzel Premise A caring classroom, one in which teachers and students support each other, leads to encouraging social behaviors that play a critical role in developing positive academic goals. A full appreciation of why students display positive forms of classroom behavior requires an understanding of a student’s personal interests and goals. A caring classroom becomes a “safe haven” for a student that helps create a sense of belongingness and motivation. This article analyzes 2 important aspects that play a critical role in motivating children— the classroom environment and the student’s relationship with adults, specifically teachers. 3 ways of developing social competences that lead to higher performance Students are more competent when they are able to achieve goals that are valued by themselves and their peers. Students should have common class goals that are encouraged by everyone “getting good grades w/o cheating” Goals should be accomplished in ways that set the stage for future development of the child.

8. Teaching to the Distinctive Traits of Minority Students J.A. Vasquez Premise Students from different cultural backgrounds learn differently due to their cultural upbringing. “Anglo traditional” teaching methods are not highest effective form of teaching for minorities. Example: deeply rooted American value is individualism. However, Hispanics are distinguished by a strong sense of loyalty to their family. Outcome Advice is given on how to adapt instruction to cultural traits. Example: is a Latino student has a high regard for pleasing his family, the teacher may suggest sending some of his/her successful work home for his parents to see Conclusion: teachers must adapt their teaching strategies accordingly to serve minorities. Teacher must become good observers of student behavior and be able to adapt their teaching styles.

9. Maternal Attitudes and Parent Education: How Immigrant Mothers Support Their Child’s Education Despite Their Own Low Levels of Education A. Schaller, L. Rocha, D. Barshinger “Interestingly, studies have shown that children of immigrant parents tend to excel academically, particularly over their minority peers with U.S.-born parents.” “Foreign born parents have significantly higher educational aspirations for their children than did native born parents.” This article focuses on mothers of Latino children. This article is a study of AVANCE-Dallas, a parenting program geared towards mothers. The goal of this program is to teach Latino mothers how to guide and participate in their child’s academic career.

10. Motivating and Maximizing Learning in Minority Classrooms I.M. Sanchez Discusses the influence of teachers’ expectations and students’ learning styles on the learning environment of minority students. Data shows that minority students are entering college at higher rates, but many of these students are not graduating college. Sanchez’s point is that teacher expectations must increase for students to be successful. Instructors must structure their classrooms to consider minority students’ “cultural tools.” Example: At the motivational level, Hispanic and Native American students embrace collaboration and participation. At the engagement level, both groups display a high propensity for fact retention and reflection.