The Role of Perceived School Responsiveness within a Psychosociocultural Understanding of Latinx High School Students' Academic Persistence Decisions. Issue 5 (20th October 2022)

• Record Type: Journal Article
• Authors: Herrera, Nancy; Gloria, Alberta M.; Castellanos, Jeanett
• Is Part Of: Journal of Latinos and education. Volume 21:Issue 5(2022)
• Page Start: 422
• Page End: 437
• Publication Date: 2022-10-20
• Subjects: Latinx high school students -- school responsiveness -- mentoring -- school environment -- academic persistence decisions; Hispanic Americans -- Education -- Periodicals; Hispanic Americans -- Ethnic identity -- Periodicals; Latin Americans -- Education -- Periodicals; Latin Americans -- Ethnic identity -- Periodicals; 371.82968073
• DOI: 10.1080/15348431.2019.1670660
• Languages: English
• ISSNs: 1534-8431

Abstract

ABSTRACT: Using the psychosociocultural approach, the mediating role of perceptions of high school responsiveness on perceived academic abilities, mentorship, and school environment with academic persistence decisions, respectively, was examined. For a sample of 104 Latinx high school students, results revealed a meaningful reduction in the relationships between academic abilities and mentorship with persistence decisions. High school responsiveness fully mediated the relationship between school environment and persistence decisions. The study highlights the unequivocal role that administrators, teachers, and other student service personnel have to create responsive and supportive learning contexts to enhance persistence decisions. Implications for research and practice are discussed.