The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School

Dados Bibliográficos

ID9735119
AutoresTimothy A Drake (0000-0002-6157-2219, Vanderbilt University, autor correspondente)
Ano2014
Volume43
Fascículo7
Páginas327-340
Data de publicação2014-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x14547349
OpenAlexW2103008615
IdiomaEN
Citações recebidas8
Referências citadas46

Research on language-minority student outcomes has revealed sizeable and persistent achievement gaps. The reasons for these gaps are often closely linked with other factors related to underperformance, including generational status, race/ethnicity, and socioeconomic status. Using sociocultural second-language acquisition theories and community linguistic capital as a theoretical frame, this study builds upon the extant literature to examine the relationship between community linguistic isolation and language-minority 10th-grade student achievement outcomes. I find that language minority achievement gaps are three to five tenths of a standard deviation in reading and math but that the effect is attenuated by increased levels of linguistic isolation. These results appear robust to a number of specifications. Possible reasons for the attenuation are also discussed

Academic achievement · Ethnic group · Extant taxon · Linguistics · Mathematics education · Reading (process · Sociocultural evolution · Socioeconomic status · Sociology · Demography · Multilingual Education and Policy · Parental Involvement in Education · Psychology · School Choice and Performance