Terri L. Eide

Date of Award

1-3-2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Richard G Landry

Abstract

The purpose of this study was to identify those factors that affect the social integration of Hispanic adolescents in a predominately white public school. The sample includes seventh through twelfth grade students (N = 954) in two school districts located in small size Midwest cities. Subjects completed a questionnaire about themselves, their family and their educational experiences. Survey items specifically addressed the student’s sense of belonging to the school environment, their perceptions o f peers and school staff, their social involvement in school-sponsored activities, substance use, and experiences of being bullied. Factor analysis reduced the 64-item survey to eight dependent factors: Friendship, Acceptance, School Climate, Origin/Race, Social/Athletic Involvement, Club Membership, Substance Usage, and Being Bullied.The multivariate and univariate analysis revealed that Hispanic students’ experience a lower level of integration within the public high schools studied than white students. Additionally, race, gender and grade level were identified as important contributors to students’ sense of belonging, their level of social involvement and to their use of illegal substances and violence. Suggestions are made to improve the school environment for Hispanic students and for other minority students.

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