Graduation Year
2020
Document Type
Master's Thesis
Degree
Master of Science
Program
Education
Program Director
Jennifer Lucko, PhD
First Reader
Matthew E. Davis, PhD
Second Reader
Kathleen Ferrando, MEd
Abstract
The Latinx population within the United States of America is growing and their academic gap is expanding which impacts the school system. Although various support systems in public schools assist Latinx students’ academic performance, many of them continue to underperform in comparison to other non-Latinx students. The literature also revealed that identity has a significant impact on academic performance. There is a direct relationship between Latinx students’ perceptions and values influencing their academic performance. By analyzing a focused range of Latinx student perspectives, this study examines whether and to what magnitude Latinx student’s identity is influences their academic performance. This phenomenological study was informed by a constructivist worldview and followed a qualitative design by asking open-ended interview questions of 3 Latinx males who did not complete high school and two experienced teachers from Northern California Findings suggest Latinx students developed the identity of being “the other” that has led them to believe that school is not meant for them, which was reinforced by the I lack of transitional support for Latinx students leaving an E.S.L programs. The purpose of this work is to lead to better academic outcomes for Latinx student and in order to improve the academic performance of Latinx students, school systems must cultivate and create better communities and systems of support within their district.
IRB Number
10837