Southern Immigrant Academic Adaptation Study Achieving Excellence: Latino Students Graduating From High School in North Carolina Lisa Spees Dr. Krista Perreira UNC Chapel Hill Department of Public Policy Southern Sociological Society 2011

Southern Immigrant Academic Adaptation Study Southern Immigrant Academic Adaptation Study Sample –219 North Carolina 12 th grade students from the school year –3 urban schools and 5 rural schools Data: Mixed Methods –45-minute in school survey: immigration histories, SES, language use, family relationships, ethnic identification, educational attitudes, mental health, perceived discrimination, future plans –Supplementary take home survey: SES, language use –Daily diary checklist: Daily events, stressors, mental health, activities –Qualitative interviews of 24 youth and caregivers

Southern Immigrant Academic Adaptation Study Overview of Study Participants Student Characteristics –51% foreign born ; 49% from Mexico; 75% arrived before 13 years old –51% U.S. born; 10% third generation Family Characteristics –52% 2-parent household; avg. HH size=3 –55% at least one parent has a HS degree –47% both parents employed Language Characteristics –26% English is primary home language –75% English is spoken in the home

Southern Immigrant Academic Adaptation Study School Aspirations

Southern Immigrant Academic Adaptation Study School Motivations

Southern Immigrant Academic Adaptation Study Challenges to School Success: School Belonging

Southern Immigrant Academic Adaptation Study Challenges to School Success: Negative Racial Treatment

Southern Immigrant Academic Adaptation Study Challenges to School Success: Economic Hardships

Southern Immigrant Academic Adaptation Study Challenges to School Success: Family Obligations

Southern Immigrant Academic Adaptation Study Factors Promoting School Success: Physical Health

Southern Immigrant Academic Adaptation Study Factors Promoting School Success: Family Support

Southern Immigrant Academic Adaptation Study Factors Promoting School Success: Teacher Support

Southern Immigrant Academic Adaptation Study Conclusions Foreign and native born students have high academic aspirations Multiple challenges to academic success –School belonging, economic hardships, perceived discrimination Multiple support systems to minimize stressors –Personal Health, family support, teacher support

Southern Immigrant Academic Adaptation Study Conclusions: Teacher Support Quote 1 –I: Are there a few teachers who have been really supportive of you? –R: There is a couple. Like my art teacher. She’s helped me a lot through the years, and she’s helped me out with a lot of projects. Not just my senior project. She’s also - I’ve talked to her about colleges to look into and stuff, so she’s also giving me advice. She’s helping me out a lot. Quote 2 –R: My counselor, she’s the same counselor my brother had, Ms. [X], she like helped my brother out when we had problems same with me. She’s really supportive. I think she’s a really good counselor. Actually, she’s really helpful. She helped me with college.

Southern Immigrant Academic Adaptation Study Additional Information SIAA Website –