1. Cultural Competency Course
Linda C. Stanley
Woonsocket Area Career and Technical Center
CURR 580
April, 2006

2. Beating the Odds:
How Bi-Lingual Hispanic Youth Work Through Adversity to Become High Achieving Students
Mak Hassinger, Med Lee A. Plourde, Ph.D.
Education, Volume 26, No. 2, p

3. Overview Examine Characteristics of Academically Successful Hispanics
Asset Oriented vs. Deficit Assessment
Study:
Personal Characteristics
External Factors (Support Systems)
Intrinsic Motivators

4. Introduction “At-Risk” Traditionally Hispanic Students: Why?
Higher High School Drop Out Rates
Lower High School Completion Rates
Why?
Some Stay in School
Near the Top of Their Class

5. Introduction (cont.) Theories: Resiliency Personal Attributes
Protective Factors
Support Systems
Personal Attributes
Active Approach to Life’s Problems
Perceive Experiences Constructively
Gain Positive Attention
Optimism/Faith

6. Crash Course with Disaster
Statement of Problem
Minority Enrollment
24% in % in 1996
Hispanic Students
6.4% in % in 1996
Hispanic Eighth Graders
16% pass 1998 Reading Test
50% Leave School Prior to Graduation
Crash Course with Disaster

7. Significance/Purpose of Study
Students Possess One or More Factors Inclusive of an Effective Support System
Hope to Pinpoint Missing Protective Factors
Develop Theoretical Framework of Support
Asset-Oriented vs. Deficit-Assessment
Use Information to Set-up Future Programs

8. Research Questions
1) What Personal Characteristic Traits Do These Successful Students Possess?
2) What Are The Common Elements Within The Child’s Support System That Increase His/Her Chances of Academic Success?

9. Literature Review Historical Background Successful At-Risk Students
Hispanics = Largest Minority in US by 2005
By 2026: Inverse Student Representation ( % White)
Successful At-Risk Students
% Hispanics in College 2x from 1975 to 1994
2 of every 5 Hispanics > 17 years old participate in Adult Education
Resiliency Research

10. Literature Review (cont.)
Resiliency Research
Study 1 – Werner
One Person Who Unconditionally Accepts Them
Study 2 – McMillan & Reed
Four Major Factors
Study 3 – Chavkin
Five Key Protective Factors
Study 4 – Bernard
Three Categories

11. Methodology Introduction Participants Rock School District
North Central Washington
School Year
Participants
Current: Above Grade Level Expectations
History: Working Below Grade Level Expectations
Four Participants

12. Methodology (cont.) Procedures Research Design
Parental Permission (Records, Interviews)
Classroom Observations
Student Interviews
Research Design
Qualitative Ethnographic Design
Observations – Various Classrooms; Throughout School Year; Several Subject Areas

13. Methodology (cont.) Data Collection Data Analysis Interviews
Observations
Various School Records/Documents
Data Analysis
Data Coded
Coding Categories – Commonalities in Wording/Phrasing

14. Results Major Themes Family Factors Personal Characteristics
Teacher Relationships/
Expectations
Supportive Relationships
School Factors

15. Summary High Personal Self-Esteem Supportive Family Structures
High Teacher Expectations
Caring Relationships with Teachers

16. Conclusions Supportive Relationships Parent Religious Leader
Teacher or Counselor
Adult in Their Life Willing to Help Them With Their Struggles

17. Conclusions (cont.) Student Characteristics High Self-Esteem
Internal Locus of Control
In Charge of Your Own Destiny and/or Happiness
Positive Disposition

18. Conclusions (cont.) Family Factors Family Loved Them Unconditionally
Part of a Family Unit
Membership in Family Unit Provides
Sense of Strength to Students

19. Conclusions (cont.) Teacher Expectations Message Teachers Send
“Believe in Me”
Willingness to Create Positive Relationships
Talk to a Teacher Any Time for Any Reason

20. Conclusions (cont.) Future Implications Ability to Look Beyond Present
Realistic Grasp of Their Future
Attend College
Continue Education

21. Conclusions (cont.) Other Factors Low Socio-Economic Category
Second Generation Living in
America
Students’ Opinion of Themselves

22. Recommendations Further Study School Atmosphere Up to Teachers
Focus on Strengths Instead of Deficits

23. Limitations of the Study
Only Four Students
Experiences/Perceptions at One Particular Point in Time
Attempt to Keep Data Bias-Free
Only Hispanics; No Blacks or Asians
Hispanic Students = Small School District = North Central Washington

24. Conclusions
Why Not?
In Small Vs. Large,
Small is Better

25. Questions? ?

26. Thank You
The End