An Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement in Second-Generation Immigrant Students

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dc.contributor.authorRAMOS SALAZAR, LESLIE
dc.contributor.authorDiego-Medrano, Elsa
dc.contributor.authorCastillo, Yvette
dc.contributor.authorNancy, Garcia
dc.date.accessioned2020-06-25T16:46:19Z
dc.date.available2020-06-25T16:46:19Z
dc.date.issued2020-03-05
dc.descriptionWe found support for a parallel mediation analysis model. We found that increased family cohesion and self-esteem mediated the relationship between bilingualism skills and students' reading achievement scores. Our findings can help educators understand second-generation immigrant students' reading achievement scores.en_US
dc.description.abstractInstitutions in higher education have seen a rise in enrollment of second-generation Latino/a immigrant students due to the recent push to recruit more Latino/a students (Arbeit, Staklis, & Horn, 2016). As such, the purpose of the study is to examine family cohesion and self-esteem as possible mediators of the relationship between bilingual dominance and reading achievement. The study included 2,107 second-generation Latino youth participants enrolled in 8th and 9th grade who were born of immigrant parents. Regression and parallel mediation analyses were conducted to examine the study’s hypotheses. Findings revealed that both family cohesion and self-esteem mediated the relationship between bilingualism and reading score. The implications of this study can be used for faculty in K9-10 schools and institutions of higher education.en_US
dc.identifier.urihttps://hdl.handle.net/11310/285
dc.language.isoen_USen_US
dc.publisherWTAMU Cornette Libraryen_US
dc.titleAn Examination of Family Cohesion and Self-Esteem as Mediators of Bilingualism and Reading Achievement in Second-Generation Immigrant Studentsen_US
dc.typePresentationen_US

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2020 Faculty Research Poster Session and Research Fair