Reviews investigations of McCarthy Scales of Children's Abilities as applicable to Puerto Rican and Mexican American children. Information too limited to draw conclusions regarding Puerto Rican applicability. Scales show promise as intelligence test for Mexican Americans. Recommends further research, especially among special education students.…

During 1980-90, Chicanos and Chicanas earned 0.7% of U.S. doctorates awarded while comprising 4.5-5.0% of persons aged 30-34. Certain small (mostly private) southwestern institutions focusing on education were major producers of Mexican American college graduates continuing on to social-science doctorates. Contains 81 references and charts of…

Compares academic outcomes for 24 Spanish-dominant and 118 English-dominant Mexican American children in primary grades. Assesses impact of the experimental group's exposure to the transitional bilingual education program by examining their Spanish and English academic performance. Discusses implications for the education of bilingual learners.…

Nineteen Mexican-American and 24 Anglo-American parents whose children attended a K-3 school in New Mexico had high rates of parent involvement regardless of ethnicity or income level. Both groups mentioned parent-teacher conferences as their most frequent involvement and interest in child's success as their most frequent motivation. (SV)

Parents of high-achieving and low-achieving Mexican American fourth and fifth graders had similar beliefs about the importance of education and similar expectations for their children's educational attainment. Parents of high achievers were more likely to be upset by mediocre grades, to feel that they could help their children succeed, and to…

Studies characteristics of Mexican-American tenth graders to identify factors making some academically successful, despite adverse sociocultural backgrounds. Examines protective resources and environmental roles for apparently "invulnerable" students. Identifies academic aspiration, support networks, and students' positive assessments of…

Contests the State of Texas argument in the Texas Assessment of Academic Skills (TAAS) case that historical discrimination against African Americans and Mexican Americans is unrelated to their TAAS outcomes. Examines contemporary de facto school segregation, distribution of substandard teachers, and the relationship of these factors to student…

High- and low-achieving Mexican American students were selected from a database that included 2,169 Mexican American students in three California high schools. A sense of belonging to school was the only significant predictor of student grades, but family and peer support and certain cultural influences also contributed to resilient outcomes.…

Analyzes factors influencing mathematics attitudes among 543 south Texas Mexican-American university students, tested for factors connoting fear and enjoyment. Survey results show ability, quality of preparation, college credits, and perceived importance of mathematics to be major determinants of math attitudes. No evidence linking ethnic or…

A survey of 226 Mexican-American mathematics students at a Texas high school found that student attitudes toward mathematics were not very favorable, with female students' attitudes being more negative than those of males. There was a greater occurrence of traditional, teacher-centered activities in all classes in comparison to nontraditional,…

Examines cultural factors that may create tension between relationship-oriented and educational goals for Mexican American men and women. A survey of 546 Mexican American college students assessed cultural orientation (ethnic loyalty, ethnic social orientation, and cultural awareness) and marriage and gender role attitudes. Ethnic loyalty most…

A survey of 88 Mexican American female college seniors and graduate students found that graduate students were significantly more likely than seniors to have followed a college preparatory curriculum in public high schools where non-Hispanic whites were the majority; to report English as first language; and to have strong support of family,…

Compares intelligence and achievement test results from learning disabled (LD) and normal Mexican American high school students with those of Anglo LD and normal students. No differences in performance IQ between Mexican and Anglo LDs. Suggests language proficiency or sociocultural factors, not learning disabilities, cause differences. (Author/TES)

Conversations with 19 predominantly Chicano middle-school students labeled "at risk" revealed that students viewed their at-risk status as a source of both shame and unity, thereby reproducing the category on one hand and producing a counterculture to adult world views on the other. A communication perspective on student success offers…

Phenomenological study focused on a Spanish-speaking immigrant mother's interactions with primarily English-speaking educators in schools attended by her son. Interactions around four disciplinary actions reveal language and culture as barriers to the mother acting on her son's behalf. She didn't understand school practices and culture and felt…