American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College
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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
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2020
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| _version_ | 1867181600064667648 |
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| author | Lane, Cary Kim, Miseon Schrynemakers, Ilse |
| author_facet | Lane, Cary Kim, Miseon Schrynemakers, Ilse Lane, Cary Kim, Miseon Schrynemakers, Ilse |
| collection | Education Resources Information Center |
| contents | American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College Lane, Cary Kim, Miseon Schrynemakers, Ilse Acculturation Academic Achievement Correlation Freshman Composition Immigrants Student Diversity Community Colleges Study Habits Attendance Urban Universities Grade Point Average Self Management School Location High Schools College English Ethnicity Racial Differences Educational Background In an effort to better understand how students' length of exposure to American secondary schools relates to academic performance in core, first-year college courses, this study surveyed and analyzed the demography, study habits, and grades of 267 freshman composition (ENG 101) students at a large, urban community college. Results indicated that the longer students attended American secondary schools, the poorer they performed in ENG 101 (p < 0.001). These findings were echoed within all analyzed ethnic peer groups; Asian, black, and Hispanic students who attended foreign secondary schools significantly outperformed Asian, black, and Hispanic students who went to American high schools (p = 0.003, p = 0.005, and p = 0.023, respectively). Analyses also showed that the number of years living in the United States was negatively correlated with grades in ENG 101 (p = 0.036) and positively correlated with number of absences (p = 0.002). The relationships between number of years living in the United States and other study habits (hours of studying, hours of reading, and library use) were mixed, with number of years living in the United States showing a negative correlation with library use. |
| format | Recurso educativo Open Access |
| id | eric_EJ1264230 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2020 |
| record_format | eric |
| spellingShingle | American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College Lane, Cary Kim, Miseon Schrynemakers, Ilse Acculturation Academic Achievement Correlation Freshman Composition Immigrants Student Diversity Community Colleges Study Habits Attendance Urban Universities Grade Point Average Self Management School Location High Schools College English Ethnicity Racial Differences Educational Background American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College Lane, Cary Kim, Miseon Schrynemakers, Ilse Acculturation Academic Achievement Correlation Freshman Composition Immigrants Student Diversity Community Colleges Study Habits Attendance Urban Universities Grade Point Average Self Management School Location High Schools College English Ethnicity Racial Differences Educational Background In an effort to better understand how students' length of exposure to American secondary schools relates to academic performance in core, first-year college courses, this study surveyed and analyzed the demography, study habits, and grades of 267 freshman composition (ENG 101) students at a large, urban community college. Results indicated that the longer students attended American secondary schools, the poorer they performed in ENG 101 (p < 0.001). These findings were echoed within all analyzed ethnic peer groups; Asian, black, and Hispanic students who attended foreign secondary schools significantly outperformed Asian, black, and Hispanic students who went to American high schools (p = 0.003, p = 0.005, and p = 0.023, respectively). Analyses also showed that the number of years living in the United States was negatively correlated with grades in ENG 101 (p = 0.036) and positively correlated with number of absences (p = 0.002). The relationships between number of years living in the United States and other study habits (hours of studying, hours of reading, and library use) were mixed, with number of years living in the United States showing a negative correlation with library use. |
| title | American Acculturation and Academic Performance: Analyzing the Relationship between Years Living in the United States and Freshman Composition Grades at a Diverse Community College |
| topic | Acculturation Academic Achievement Correlation Freshman Composition Immigrants Student Diversity Community Colleges Study Habits Attendance Urban Universities Grade Point Average Self Management School Location High Schools College English Ethnicity Racial Differences Educational Background |
| url | https://eric.ed.gov/?id=EJ1264230 |