ERIC Number: ED246162
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Educational Transitions of Whites and Mexican Americans.
Fligstein, Neil; Fernandez, Roberto M.
Using a model of educational attainment modified to take the Mexican-American experience into account, data from the 1979 National Longitudinal Study were analyzed in an attempt to identify factors important to high school graduation for Mexican-Americans and Whites. Findings show that, among Whites, the general factor of family background--especially parental education--appears to be the major determinant of educational attainment. Also, those White students with foreign-born fathers finish high school more frequently and those with either parent foreign born enter college more frequently. Positive school effects in this group include higher teacher-student ratios and private school attendance, with the latter affecting college attendance as well as high school completion. On the negative side, Whites stay in school a shorter time and finish high school less often when Blacks and Hispanics are present. For Mexican Americans, general family background factors are also important: large family size and low parental education are related to poor school attendance and to delay, while mother's education significantly increases the likelihood of high school completion. The foreign-born are less likely to be in school and more likely to be delayed. However, having a foreign-born mother has a positive effect on educational attainment among Mexican American youth. No patterns emerge from school and social environment measures. (CMG)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Commission for Employment Policy (DOL), Washington, DC.
Authoring Institution: N/A
Identifiers: National Longitudinal Survey Youth Labor Market Ex
Note: Also contained in UD 023 679.