The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School

Autor/in	Drake, Timothy Arthur
Titel	The Effect of Community Linguistic Isolation on Language-Minority Student Achievement in High School
Quelle	In: Educational Researcher, 43 (2014) 7, S.327-340 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14547349
Schlagwörter	Correlation; Language Minorities; Academic Achievement; Second Language Learning; Outcomes of Education; Achievement Gap; Race; Ethnicity; Socioeconomic Status; Underachievement; Social Isolation; Native Language; English (Second Language); Sociocultural Patterns; Learning Theories; Least Squares Statistics; Student Characteristics; Institutional Characteristics; Mathematics Achievement; Reading Achievement + Suchen Sie Ihr Suchwort? Korrelation; Sprachminderheit; Schulleistung; Zweitsprachenerwerb; Lernleistung; Schulerfolg; Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Performance deficiency; Leistungsschwäche; Soziale Isolation; English as second language; English; Second Language; Englisch als Zweitsprache; Soziokulturelle Theorie; Learning theory; Lerntheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Research on language-minority student outcomes has revealed sizeable and persistent achievement gaps. The reasons for these gaps are often closely linked with other factors related to underperformance, including generational status, race/ethnicity, and socioeconomic status. Using sociocultural second-language acquisition theories and community linguistic capital as a theoretical frame, this study builds upon the extant literature to examine the relationship between community linguistic isolation and language-minority 10th-grade student achievement outcomes. I find that language minority achievement gaps are three to five tenths of a standard deviation in reading and math but that the effect is attenuated by increased levels of linguistic isolation. These results appear robust to a number of specifications. Possible reasons for the attenuation are also discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10