The Impact of Social Support on School Engagement and Grades for Latino
Middle School Students At Risk of School Failure
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Ann B. Brewster
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School of Social Work
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University of North Carolina at Chapel Hill
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301 Pittsboro Street
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Chapel Hill NC 27599-3550
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(919) 688-1611
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abbrewster@msn.com
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Gary L. Bowen
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School of Social Work
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University of North Carolina at Chapel Hill
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301 Pittsboro Street
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Chapel Hill NC 27599-3550
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919-962-6542 (Office)
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FAX: 919-962-7557 (FAX)
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glbowen@email.unc.edu
Purpose:
The dropout rate for Latinos is approximately three times higher than
that of whites (25% vs. 7.6%) and twice as high as that of African-Americans
(13%) (U.S. Bureau of the Census, 1997). The Latino dropout rate, as well
as the number of Latino students in the U.S., is growing (U.S. Department
of Education, 1998). Research is needed to identify family and school-related
processes that relate to successful educational outcomes for Latino youth.
This investigation addresses how perceptions of social support from
parents and teachers influence student engagement in school and grades
for Latino middle school youth. A process model of educational attainment
(Catterall, 1986; Tinto, 1975) focusing on the impact of social capital
for positive educational outcomes frames the design and analysis. This
analysis is considered instrumental in informing social work practice in
schools.
Method:
The sample included 215 Latino middle school students from a larger
survey across ten states. All survey participants had been identified at-risk
for school failure. Cross-sectional data was derived from surveys that
assessed students’ perspectives about themselves, their families, schools,
and neighborhoods. Structural equation modeling was used to analyze the
data.
Results:
Results generally support the theoretical model guiding the study.
Both parental home academic support and teacher support had a significant
and positive effect on Latino student grades. Further, teacher support
also had an indirect and positive effect on grades through student engagement.
Implications for Practice:
The results from this study arm practitioners, including school social
workers, with preventive-oriented knowledge about important protective
processes that relate to successful educational outcomes for Latino middle
school youth. A cultural capital perspective in working with Latino students
and their families is emphasized.