Date of Award
5-2018
Culminating Project Type
Starred Paper
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Marc Markell
Second Advisor
Jerry Wellik
Third Advisor
Hsueh-I Lo
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Academic Achievement gap
Abstract
This literature review focused on research regarding the Hispanic population, currently the largest racial minority group in the U.S., and provided perspectives on the four types of family factors which affect academic success among Hispanic immigrant students. The findings in Chapter 2 revealed that each family factor was significantly related to student performance; for instance, Hispanic students who speak more English in the home demonstrated higher academic achievement levels. However, other factors including financial stress, parent-child conflict, and residential instability negatively impacted students’ outcomes. Future studies should consider these findings more carefully and in relation to one another in order to develop effective family support programs that can productively promote Hispanic students’ academic achievement levels.
Recommended Citation
Sohn, Hyojong, "The Relationship Between Family Factors and Academic Achievement Levels Among Hispanic Immigrant Students in the U.S." (2018). Culminating Projects in Special Education. 58.
https://repository.stcloudstate.edu/sped_etds/58
