The Relationship Between Chicano Children's Achievement And Their Teachers'Ethnicity
Bibliographic Data
| ID | 6064754 |
|---|---|
| Authors | Andrea Vierra (University of New Mexico, corresponding author) |
| Year | 1984 |
| Volume | 6 |
| Issue | 3 |
| Pages | 285-290 |
| Publication date | 1984-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Hispanic Journal of Behavioral Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0739-9863 • E-ISSN: 1552-6364 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/07399863840063006 |
| OpenAlex | W2164894246 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
Educators are often encouraged to provide minority teachers for minority students; yet empirical evidence about the academic effects of such a practice is limited. This study compares the reading achievement of Chicano students with Anglo teachers and Chicano students with Hispanic teachers. Subjects were 2,129 third and fourth-graders in Title I schools in a large, urban, southwestern school district. An analysis of covariance, controlling for pre-test scores, shows no difference in post-test scores between the two groups of children at either grade level
Academic achievement · Achievement test · Developmental psychology · Ethnic group · Mathematics education · Mexican americans · School district · Sociology · Standardized test · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,04 |
| Citation span | 2001 - 2001 (1) |
| Citation velocity | historical |
| Highly cited | No |