The majority of the current research regarding home literacies practices are explored through North American family structures. For this reason, there is a lack of knowledge about what Dominican families, a subgroup within the Latino culture, do at home to assist their children in their literacy acquisition in the Dominican Republic. This…

There is considerable debate about the relative importance of family versus school factors in producing academic and nonacademic student outcomes, and whether and how their impacts vary across different student groups. In addition to critically reviewing and synthesizing earlier work, this study extends the literature by (a) using the ECLS-K, a…

This study examines differences in the academic achievement of Puerto Ricans, Cubans, and Central/South Americans, and the relationship of those differences to the time spent on homework, educational-occupational aspirations, and background. The following parental factors are examined: (1) the press for English; (2) the press for independence; (3)…

This study describes the individual, family, school, and community characteristics of Hispanic ninth-grade students enrolled in predominantly minority high schools in five major U.S. cities: Chicago, Miami, Milwaukee, Newark, and San Antonio. The data, which are reported for four groups--Mexican Americans, Puerto Ricans, Cubans, and Central…