BILINGUAL EDUCATION, ENGLISH AS A SECOND LANGUAGE AND EQUITY IN HIGHER EDUCATION (HISPANIC, ACADEMIC ACHIEVEMENT, COMMUNITY COLLEGE).
Item
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Title
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BILINGUAL EDUCATION, ENGLISH AS A SECOND LANGUAGE AND EQUITY IN HIGHER EDUCATION (HISPANIC, ACADEMIC ACHIEVEMENT, COMMUNITY COLLEGE).
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Identifier
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AAI8601699
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identifier
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8601699
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Creator
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TORMES, YVONNE M.
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Contributor
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David E. Lavin
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sociology of | Education, Bilingual and Multicultural
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Abstract
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This study compared the academic performance during the first four semesters and attrition and graduation rates for Hispanic students with limited English proficiency enrolled in a transitional bilingual program (BSP) with those who received only English as a Second Language (ESL) instruction in a public community college. The study also sought to identify student characteristics that were associated with academic progress and persistence in college. The subjects for study were all full-time Hispanic students who entered the BSP and ESL Programs at Kingsborough Community College of the City University of New York between fall 1978 and fall 1980 (Ns: BSP = 191, ESL = 70). The major findings were that: (1) The BSP students consistently performed better on most of the criterion measures, even though to begin with their degree of disadvantagedness in many areas was greater. The BSP students significantly attempted and earned more credits, obtained higher GPAs, and were more likely to progress satisfactorily toward the degree during the first three semesters in college. (2) There were no significant differences in graduation and attrition rates. However, BSP students who dropped out tended to stay in school for a longer period of time and were less likely to be academically dismissed than ESL dropouts. Furthermore, BSP dropouts who stayed for at least one semester in college were more likely than ESL students to be making adequate progress toward the degree and to have earned GPAs high enough to enable them to return to college should their circumstances allow. (3) Among the characteristics found to be correlated with academic progress and/or persistence in college in either group were: number of high-school college preparatory courses in English or in Spanish, attitudes toward English or Spanish, the extent to which students used English or Spanish in various social situations, the students' sociolinguistic environment, and expectations of assimilating structurally. The major conclusions were that bilingual education was superior to the ESL-only approach in fostering equity in higher education and that it appears to promote assimilation rather than retard it.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Sociology
