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ERIC Number: ED462018
Record Type: Non-Journal
Publication Date: 1988-May
Pages: 295
Abstractor: N/A
Reference Count: N/A
Literacy, Biliteracy, and Educational Achievement among the Mexican Origin Population in the United States.
Wiley, Terrence G.
This doctoral dissertation investigated literacy and educational achievement among the adult Mexican origin population in the United States by means of a secondary data analysis of the 1979 National Chicano Survey (NCS). The unique contribution of this study is its focus on biliteracy (i.e., literacy across English and Spanish). Literacy characteristics in English and Spanish were described relative to demographic characteristics such as language background, age, sex, nativity, income, years-of-schooling, employment, and political participation. The relationship between literacy characteristics and attitudes toward language, bilingualism, and educational success were also explored. Major findings indicated that while non-functional literacy rates were high among Chicanos, the rates were far lower when Spanish literacy was included in the analysis. The study also found that while English literacy showed a stronger association with income, biliteracy showed a stronger association with employment. Biliteracy was also generally found to demonstrate a stronger relationship with political participation than English literacy, though English literacy also demonstrated a relationship. Spanish literacy showed a stronger relationship with voter registration than English literacy. The study concluded by making recommendations for the further study of literacy among Chicanos, and included recommendations aimed broadly at language and educational policies. (Contains 22 pages of references) (Author)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States