Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.
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Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.
author list (cited authors)
Hughes, J. N., Im, M., Kwok, O., Cham, H., & West, S. G.
complete list of authors
Hughes, Jan N||Im, MyungHee||Kwok, Oi-Man||Cham, Heining||West, Stephen G