Structuring Failure and Success: Understanding the Variability in Latino School Engagement

By Gilberto Q. Conchas. 2001

382 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/308e88c9df48b186f62d7d0189a478df3d0aa303

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

School Success and School Engagement of Immigrant Children and Adolescents: A Risk and Resilience Developmental Perspective (2013, background): “Conchas (2001) reported that students who were successful in school also actively sought out institutional agents and formed supportive rela-”
Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement (2005, background): “Perhaps crossgenerational barriers that inhibit relationship development between peers of different nativity status (Conchas 2001; Valenzuela 1999) partly explain this difference.”
School Belonging and the African American Adolescent: What do We Know and Where Should We Go? (2006, background): “Researchers have examined identification (Osborne, 1997; Voelkl, 1997), engagement (Fredricks, Blumenfeld, & Paris, 2004), relatedness (Conchas, 2001) and, of particular interest in this essay, school belongingness (Goodenow, 1993).”
School Engagement: Potential of the Concept, State of the Evidence (2004, methodology): “School Engagement more likely to remain engaged in school (Conchas, 2001; Deyhle, 1995; Mehan et al., 1996; O'Connor, 1997; Stanton-Salazar, 2001).”
School Engagement Among Urban Youth of Color (2008, background): “…of a purposeful, future-oriented approach to connecting school and work (e.g., Kenny et al., 2006); and (b) the benefits of an internalized racial identity that affirms group membership and constructs race in complex, flexible ways (e.g., Conchas, 2001; Spencer, Noll, Stoltzfus, & Harpalani, 2001).”
The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth (2009, background): “Caring relationships in school appear also to attenuate the effects of school violence and enhance feelings of belonging in the school setting, which in turn have implications for academic adjustment (Conchas, 2001; Roeser, Midgley, & Urdan, 1996; Stanton-Salazar, 2001).”
Becoming a Hurdler: How Learning Settings Afford Identities (2009, background): “…learning and achievement of “minority” students has also highlighted (or implied) the relation between processes of learning and identity processes (Conchas 2001; Fordham and Ogbu 1986; Levinson et al. 1996; Mehan 1996; Ogbu 1987; Osbourne 1997) and has noted that identities can constrain or…”
The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012, methodology): “A few studies have used interview techniques to assess engagement in school (Blumenfeld et al., 2005 ; Conchas, 2001 ; Locke Davidson, 1996 ) .”
Multiple Contexts of School Engagement: Moving Toward a Unifying Framework for Educational Research and Practice (2003, background): “The largest body of research discusses bonding, attachment, or a sense of belonging to school, peers, and/or teachers (Anderman & Anderman, 1999; Cernkovich & Giordano, 1992; Conchas, 2001; Goodenow, 1993; Hoppe, Wells, Haggerty, Simpson, Gainey, & Catalano, 1998).”
Future aspirations of urban adolescents: a person‐in‐context model (2004, background): “…this comment does reflect participants’ preferences for individualistic strategies for negotiating these barriers, rather than taking a communal orientation or enlisting the support of ‘institutional agents’ (Stanton-Salazar & Dornbusch, 1995; Stanton-Salazar, 1997; Conchas, 2001) to assist them.”
Critical Consciousness and Vocational Development Among Latina/o High School Youth (2016, background): “We hypothesized that the potentially demoralizing effect of awareness of inequity and racism would not be associated with thoughts of dropout (Conchas, 2001) for those students with higher Critical Agency and Critical Behavior.”
Becoming an American Parent (2006, background): “Examining the school context, researchers have found that schools divide students by race and gender and distribute opportunities among students in a way that reproduces social inequalities (Conchas, 2001; Williams, Alvarez, & Hauck, 2002).”
The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations (2008, background): “…issues of school discipline (e.g., Skiba, Michael, Nardo, & Peterson, 2002), academic tracking (e.g., Oakes, 2005), assignment to specific programs (Conchas, 2001; 2006), and assignment to special education programs (e.g., Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005; Skiba et…”