Southern Immigrant Academic Adaptation Study
Achieving Excellence: Latino Students Graduating From High
School in North Carolina
Lisa Spees
Dr. Krista Perreira
UNC Chapel Hill Department of Public Policy
Southern Sociological Society 2011
Southern Immigrant Academic Adaptation Study
Southern Immigrant Academic Adaptation Study
• Sample– 219 North Carolina 12th grade students from the
2009-2010 school year– 3 urban schools and 5 rural schools
• Data: Mixed Methods– 45-minute in school survey: immigration histories,
SES, language use, family relationships, ethnic identification, educational attitudes, mental health, perceived discrimination, future plans
– Supplementary take home survey: SES, language use
– Daily diary checklist: Daily events, stressors, mental health, activities
– Qualitative interviews of 24 youth and caregivers
Southern Immigrant Academic Adaptation Study
Overview of Study Participants
• Student Characteristics
– 51% foreign born ; 49% from Mexico; 75% arrived before 13 years old
– 51% U.S. born; 10% third generation
• Family Characteristics
– 52% 2-parent household; avg. HH size=3
– 55% at least one parent has a HS degree
– 47% both parents employed
• Language Characteristics
– 26% English is primary home language
– 75% English is spoken in the home
Southern Immigrant Academic Adaptation Study
School Aspirations
Southern Immigrant Academic Adaptation Study
School Motivations
Southern Immigrant Academic Adaptation Study
Challenges to School Success: School Belonging
Southern Immigrant Academic Adaptation Study
Challenges to School Success: Negative Racial Treatment
Southern Immigrant Academic Adaptation Study
Challenges to School Success: Economic Hardships
Southern Immigrant Academic Adaptation Study
Challenges to School Success: Family Obligations
Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Physical Health
Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Family Support
Southern Immigrant Academic Adaptation Study
Factors Promoting School Success: Teacher Support
Southern Immigrant Academic Adaptation Study
Conclusions
• Foreign and native born students have high academic aspirations
• Multiple challenges to academic success
– School belonging, economic hardships, perceived discrimination
• Multiple support systems to minimize stressors
– Personal Health, family support, teacher support
Southern Immigrant Academic Adaptation Study
Conclusions: Teacher Support
• Quote 1
– I: Are there a few teachers who have been really supportive of you?
– R: There is a couple. Like my art teacher. She’s helped me a lot through the years, and she’s helped me out with a lot of projects. Not just my senior project. She’s also - I’ve talked to her about colleges to look into and stuff, so she’s also giving me advice. She’s helping me out a lot.
• Quote 2
– R: My counselor, she’s the same counselor my brother had, Ms. [X], she like helped my brother out when we had problems same with me. She’s really supportive. I think she’s a really good counselor. Actually, she’s really helpful. She helped me with college.
Southern Immigrant Academic Adaptation Study
Additional Information
• SIAA Website
– http://www.cpc.unc.edu/projects/siaa