Chenoa Burleson, West Texas A&M University

Differences between family versus self in accessing academic resources.

Abstract: Students who are bilingual and learned English as a second language may feel about their ability to achieve academic goals than their peers. Students who speak two languages have been found to have overall higher levels of self-efficacy than their peers who only speak one language (Buriel, et al, 1998). This may be due to responsibility to translate for family members at a young age. This results in greater interaction with adults and interaction about more advanced topics from a younger age than their monolingual peers tend to experience. However, the literature does not state whether self-efficacy of this type translates to academic confidence.

In an NSF funded study at Hispanic Serving Institutions, 464 students were given a survey addressing a multitude of academic concepts, including self-efficacy. Seventy-seven of them spoke English as their second language.  When comparing self-reports regarding the students ability to be successful in academic situations, similar percentages were reported between those who spoke English as a second language and those who learned English as a primary language. However, opinions of their families’ ability to help with college processes and course selection had response patterns that were less consistent between these two groups of students.

Presentation Author(s):
Chenoa Burleson*

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