The Influence of Individual, Family-Related, and Structural Factors on Latino Students’ Academic Performance: An Ethnic Breakdown

• In Event: Hispanic Higher Education: What Does the Future Hold?

Abstract

The current study utilizes survey information about the beliefs and attitudes of Mexican American/Chicano/Chicana and Puerto Rican/Other Latin American adolescents in the sixth, ninth, and twelfth grades. Using structural equation modeling multi-group analyses, the individual (beliefs, attitudes, and behaviors), family-related (family and peers), and structural-level (school and community) factors of 7,880 (25% Puerto Rican/Other) Latino students were found to be related to levels of academic performance (i.e., GPA). Specifically, individual factors were positively related to GPA. Family-related factors were associated to GPA but only for sixth-grade students. School support was positively related to GPA for sixth-grade students and negatively to GPA for high school students. Finally, community support was positively related to GPA for the Puerto Rican/Other high school group.

Authors

• Julio C. Cabrera, University of Minnesota

• Michael C. Rodriguez, University of Minnesota

• Jose R. Palma Zamora, University of Minnesota

• Luke Stanke, University of Minnesota