Perceptions of teenage multilingual students in a California urban area

Abstract

The purpose of this study was to assess perceptions of teenage multilingual students in a California urban area at E. Morris Cox Junior High School. The subjects of this study were students enrolled at the E. Morris Cox Junior High School in June 2000. A total of 80 were surveyed, 60 usable surveys were returned. The instrument used for this research project was developed by the investigator. It consisted of two sections: demographics and attitudes. Survey responses were tabulated and analyzed. Frequency counts and percentages were calculated for Section I, Demographics for the total group of respondents. Frequency counts, percentages, means and standard deviations, T-Test and ANOVA were calculated for Section II, Attitudes including subscales, Family Support, Peer and Friends and Career and Educational Goals. The independent variables of gender, age, language, career and educational goals and grades compared attitudes including, family support, peer and friends and career and educational goals statements using T-Tests. Pearson correlation coefficients were calculated on all combinations of items and average scores from Section II, for the total group of respondents. In this study 60.0% of the respondents were males and 40% of the respondents were females. These students ranged in age from 12 to 19. Most of the respondents had 3 to 6 children living in the household. Students felt positive toward being successful in their career/job. Additionally students felt that a good education means more job opportunities. Respondents also indicated they strongly agree with the statement of "I would ride with a friend who has been drinking." Other statements in which the respondents strongly agree were "My parents try to help me in a positive way"; "I have career ambitions to achieve something good," "It's important for parents that I get good grades", "I feel confident around my friends", "My career goals are detailed, achievement measured", "Learning is important to me" and "My parents read Spanish". Students responded negatively to the attitude statement "I don't like the way I look". The Student Newman-Keuls Test and the Cronbach Alpha reliability analysis were used in this study. Cronbach Alpha reliability analysis used on attitude subscales; Family Support, Career and Educational Goals, Friends and Peers, and Self Attitude. Some of the finds in this study indicate that overall students had a mean (x = 6.72); which was positive. Students felt positive toward setting career and educational goals. Attitude statements indicated that students's attitudes positively correlate with the respondent's current level of student perceptions toward career and educational goals on three items. Students considering various career options scored higher than those who had defined plans and much higher than those with no plans. There were five significant differences on student attitude statements based on language. Those students who selected the Spanish version scored significantly higher than those selecting the English version. Attitude statements items based on age revealed 16 year olds indicated a high level of agreement on wanting to be successful in their career/job than other age groups of respondents. There were three significant differences on student attitude items based on gender. Females scored significantly higher than males. Also there were a significant difference on attitude items based on grades. There was a significant difference on total average attitude score and grades. The group of A's and B's scored significantly higher than the group of B's and C's. The limitations of this study included that the instrument was developed and designed by the investigator and therefore was not standardized. The survey was limited to one Jr. High School and represents the perceptions of multilingual student population in June 2000. The results of this study are generalized only to that particular population.