Differences in Home Educational Processes and Academic Achievement among Three Hispanic Groups in the U.S.

This study examines differences in the academic achievement of Puerto Ricans, Cubans, and Central/E4outh Americans, and the relationship of those differences to the time spent on homework, educational-occupational aspirations, and background. The following parental factors are examined: (1) the press for English; (2) the press for independence; (3) the educational-occupational aspiration for their child; (4) the amount of time residing in the United States; and (F) the level of educational attainment. Information was gathered from the interview responses of a sample of 108 Hispanic American 10th-grade students and their parents. A model developed from the 1976 Marjoribanks Social-Environmental theory was tested using path analysis. The following findings are reportedl (1) the proposed family environment model accounted for 56 percent of the variance in the students' reading achievement and 59 percent of the variance in the students' mathematics achievement; (2) paternal achievement processes played a larger role than maternal processes; (3) the students' educational-occupational aspirations were related to their achievement and to the amount of time they spent on their homework; (4) Cuban fathers displayed higher levels of press for English, press for independence, and educational-occupational aspirations than Central/South American fathers; and (5) Central/South American fathers displayed higher levels of all family processes than Puerto Rican fathers. Implications for remedial programs are discussed. Four tables of statistical data, four illustrations, and a list of nine references are appended. (FMW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************