Educational patterns of the marginalized: an integrated model of Mexican American performance on cognitive tests

Abstract

The explanations for Mexican American underachievement in education have been centered on the cultural deficit paradigm. However, studies of this nature have failed to utilize the multilevel approach to account for the determinate factors affecting cognitive test scores. In this thesis, the multilevel approach is used to account for the differentiation in the cognitive test scores among Mexican American students. In a comparative analysis with White-Non-Hispanic, race and ethnic differences are found in individual level factors (skills, habits, and styles), family background (SES and household composition), peer influences, and institutional factors (school climate and student-to-teacher ratios). More importantly, the gap in cognitive test is predominately accounted for by socioeconomic status. In addition, contrary to the cultural deficit explanations, the Mexican American family is found to be a positive influence in cognitive test scores.