Heritage Students Research Articles

Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities: A Case Study of the “En Nuestra Lengua” Project

We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The current study provides compelling data that first language Spanish literacy support can be very beneficial for these students as they acquire English literacy. Such efforts also provide numerous experiential- and service-learning opportunities for native Spanish speakers, as well as for intermediate and advanced second language Spanish learners in this study. Both first- and second-language service-learners benefit from the Spanish immersion environment of the Saturday program outlined. Moreover, our case-study findings show that heritage students in the program and their largely immigrant parents are forming part of a diverse community that values bilingualism, Spanish literacy, and academic achievement.

The Impact of Ethnoracial Appearance on Substance Use in Mexican Heritage Adolescents in the Southwest United States

Latinos are a multiracial ethnic group, and as such, within-group differences in ethnoracial appearance deserve to be studied and understood within the racialized American context and in connection to specific health and mental health outcomes. This article presents the findings of a study conducted with middle school Mexican heritage students (n = 1,150) in Phoenix, Arizona, and tested how non-White majority ethnoracial appearance predicted adolescent substance use, and whether the relationship differed by generation status and strength of ethnic identity. Logistic regression results revealed that generation status and ethnic identity moderate the relationship between ethnoracial appearance and substance use among Mexican heritage youth. The odds of using substances were significantly higher for third-generation adolescents who reported a less European appearance, but significantly lower for second-generation youth who were more indigenous in appearance. These findings indicate that a stronger indigenous ethnic appearance can be both a protective and risk factor for substance use for adolescents. Implications are discussed in terms of incorporating ethnoracial appearance content in prevention interventions for Mexican heritage and other Latino adolescents.

Cultural, Ethnic Differences, Parental Involvement Differences, and Educational Achievement of African Heritage Students: Towards Employing a Culturally Sensitive Curriculum in K–12 Classrooms, a Literature Review

For a long time, some researchers have reported on the underperformance of some African Americans in comparison to other minority and non-minority groups. During this time, there have been debates over the causes for the differences in educational achievement between the various subgroups (ethnic subgroups) of students studied. The purpose of this review of literature is to discuss the major reasons for the differences in educational achievement levels of students of African heritage (Afro-Caribbean, African Americans, and Africans). Cultural differences/influence and parental involvement factors will be discussed as potential reasons for the difference in achievement between African Americans, Afro-Caribbean, and African students within the USA. The study concludes with a call for the employment of more culturally sensitive curriculums to enhance K–12 learning for ethnically diverse learners of African descent.

Cultural Diversity and the Formation of Identity

This article encourages music teachers to consider the complexity of their students’ cultural identities and the role these identities play in the formation of students’ self-concept. The musical heritage students bring to the classroom may provide a rich foundation of experience for teaching and learning music. Readers are challenged to consider their own cultural backgrounds and experiences for possible preconceptions that may affect the classroom. Culturally relevant pedagogy is discussed as a way to improve the connection between school music curricula and student cultural identity, with specific suggestions and resources provided for the refinement of both curricular content and teaching.

Beyond Primary Prevention of Alcohol Use: A Culturally Specific Secondary Prevention Program for Mexican Heritage Adolescents

Classroom-based primary prevention programs with adolescents are effective in inhibiting the onset of drug use, but these programs are not designed to directly address the unique needs of adolescents at higher risk of use or already using alcohol and other drugs. This article describes the initial efficacy evaluation of a companion psychosocial small group program which aims at addressing the needs of Mexican heritage students identified by their teachers as being at higher risk for substance use or already experimenting with alcohol and other drugs. The adolescent (7th grade) small group curricula, REAL Groups, is a secondary prevention program which supplements the primary classroom-based substance use prevention program, keepin' it REAL. Following a mutual aid approach, a total of 109 7th grade students were referred by their teachers and participated in the REAL Groups. The remaining 252 7th grade students who did not participate served as the control group. To account for biased selection into REAL Groups, propensity score matching (PSM) was employed. The estimated average treatment effect for participants' use of alcohol was calculated at the end of the 8th grade. Results indicate that alcohol use decreased among students who participated in the REAL Groups relative to matched students who did not participate. These findings suggest that REAL Groups may be an effective secondary prevention program for higher-risk Mexican heritage adolescents.

Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico

Although the definition of heritage language learner (HLLs) has been widely explored, researchers tend to base their definitions on learner proficiency. While such a premise is a safe and conservative way to identify heritage students, it pays little mind to inclusivity. Indeed, it may place the university in the role of cultural gatekeeper, excluding on linguistic grounds learners who might otherwise identify with a given heritage language. This research looks at historical factors and students’ linguistic attitudes to argue for a definition of HLLs based on cultural connection. First, the present study reviews the historical factors that account for the present linguistic situation. Second, an analysis of preliminary data reveals a connection between identity labels used by the beginning-level HLLs and attitudinal dimensions of maintenance. Using a methodology similar to Mejías, Anderson-Mejías, and Carlson (2003) and Mejías and Anderson (1988), the data show that this cohort of students uses a variety of identity labels and that these labels show significant correlations to diverse attitudinal conceptions of their heritage language. Keeping in mind previous research on HLL definitions, historical factors, and the attitudinal research, this paper proposes two definitions of HLLs, one for scholarly research and another for student recruitment.

When to Intervene: Elementary School, Middle School or Both? Effects of keepin’ It REAL on Substance Use Trajectories of Mexican Heritage Youth

This article presents the findings of a study exploring two questions: What age is most efficacious to expose Mexican heritage youth to drug abuse prevention interventions, and what dosage of the prevention intervention is needed? These issues are relevant to Mexican heritage youth-many from immigrant families-in particular ways due to the acculturation process and other contextual factors. The study utilized growth curve modeling to investigate the trajectory of recent substance use (alcohol, cigarettes, marijuana, inhalants) among Mexican heritage students (N = 1,670) participating in the keepin' it REAL drug prevention program at different developmental periods: the elementary school (5th grade), middle school (7th grade), or both. The findings provide no evidence that intervening only in elementary school was effective in altering substance use trajectories from 5th to 8th grade, either for licit nor illicit substances. Implementing keepin' it REAL in middle school alone altered the trajectories of use of all four substances for Mexican heritage youth. A double dose of prevention, in elementary and middle school proved to be equally as effective as intervening in 7th grade only, and only for marijuana and inhalants. The decrease in use of marijuana and inhalants among students in the 7th-grade-only or the 5th- and 7th-grade interventions occurred just after students received the curriculum intervention in 7th grade. These results are interpreted from an ecodevelopmental and culturally specific perspective and recommendations for prevention and future research are discussed.

Korean heritage students and language literacy: A qualitative approach

Korean heritage students and language literacy: A qualitative approach

Spanish for Heritage Speakers: A Statewide Survey of Secondary School Teachers

Abstract: Although much attention has been given in recent literature to the teaching of Spanish as a heritage language (HL), few studies have been published on specific Spanish HL programs, especially in states such as Utah that have only recently seen a large increase in the number of heritage students of Spanish. This study reports the results of a statewide survey of Spanish teachers in Utah secondary schools regarding their preparation to work with Spanish HL students, the prevalence of Spanish HL classes and the teaching approaches used in these classes, the accommodations that teachers make for Spanish HL students enrolled in traditional foreign language classes, and teachers' perceptions of the success of both types of classes. The study concludes with recommendations for improving instructional opportunities for Spanish HL students.

Foreign Language Anxiety and Heritage Students of Spanish: A Quantitative Study

Abstract: The purpose of this study was to investigate if heritage students of Spanish experience foreign language anxiety and, if so, what levels of anxiety they experience. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 413 students (209 heritage students and 204 nonheritage students) participated in this study. In general, the mean anxiety scores for the heritage students were lower than the mean anxiety scores for the nonheritage students, although there were a few instances when the heritage students actually had higher anxiety scores. In addition, the heritage students in this study reported lower anxiety scores than other college‐level students from previous studies reported in the literature that also used the FLCAS.

Educational Policy, Politics, and Mixed Heritage Students in the United States

This article describes local, state, and federal policies related to collecting, aggregating, and reporting data on student race and ethnicity in U.S. K‐12 and postsecondary education. It traces data policy from the 1997 decision by the Office of Management and Budget to change from single‐race reporting to a format that permits respondents to choose more than one race, to the October 2007 issuance of final guidance from the Department of Education. Taking a K‐20 perspective, I consider how policies for data collection and reporting may affect educational and developmental outcomes for students, as well as local, state, and national education policy environments.

True Beginners, False Beginners, and Fake Beginners: Placement Strategies for Korean Heritage Speakers

Placing heritage Speakers into Korean language classes is a challenging task because they display a wide range of proficiencies. Since Standard placement tests often fail to place students effectively within a program, placement procedures that take into account heritage language use need to be developed. This article describes the Steps that the University of California, Los Angeles' Korean program took to place heritage students into appropriate levels of instruction. Since total scores did not accurately reflect test takers' linguistic profiles, a noncompensatory scoring approach was adopted to ensure that they demonstrated a minimum level of ability in every component tested. The article also offers placement strategies that can be applied to a wide variety of instructional settings.

Steelpan, Caribbean Identity and Culturally Relevant Adult Programs

The steelpan, a Caribbean percussion instrument forged out of resistance and rebellion, was introduced to Edmonton in the 1960s. Over the years, Caribbean heritage students have taken it to play for the school’s “Cultural Days” to let others experience some aspects of their culture. In this article, I recount some of their experiences. More importantly, like them I recognize its importance to their cultural and social development and assert that this instrument, which is germane to Caribbean people, can be incorporated into culturally relevant adult education programs for people of Caribbean heritage who are living in Canada. I conclude that because education had been a problematic issue for people of Caribbean heritage in Canada, frameworks that are trustworthy will have to ground any culturally relevant adult education programs. Throughout this article pseudonyms are used to maintain the research participants’ identities.

Reflection as a means of understanding

PurposeTo provide an understanding of the ways in which Confucian Heritage students use reflection as a means of learning at university.Design/methodology/approachThe approach is an exploratory qualitative study into the ways in which Confucian Heritage students learn while studying at university. Data are collected by means of semi‐structured formal interviews involving six students enrolled in a first‐year business course at an Australian university. Interviews are analysed using qualitative content analysis to identify major themes.FindingsThe research finds that values and cultural background influence Confucian Heritage students' approaches to teaching and learning at university. Beliefs that Confucian Heritage students learn through “rote learning” are challenged. Reflection is shown to be an important means of understanding, through deep learning, for Confucian Heritage students.Practical implicationsUnderstanding the relationship between culture and learning will inform teaching practice, thus enabling educators to guide and facilitate learning outcomes more effectively.Originality/valueThe research challenges the assumption that Confucian Heritage students use surface learning approaches such as “rote learning”. In fact, repetition is part of a process of reflection leading to deep learning. The research shows the importance of understanding culture as a means of improving learning outcomes.

Heritage Learners in the Chinese Language Classroom: Home Background

Studies from information-processing and language comprehension research have reported that background knowledge facilitates reading and writing. By comparing Chinese language development of heritage students who had home background in Chinese language and culture with those who did not, this study found that heritage learners did significantly better than their non-heritage counterparts in speaking, listening, grammar, and sentence constructions, but not in reading comprehension, vocabulary learning, and Chinese character writing. These results suggest that heritage learners’ oral exposure to their home language does not necessarily lead them to acquire reading and writing skills more quickly than non-heritage learners. Home background knowledge of Chinese, a language with notoriously difficult orthography, may not support reading comprehension or vocabulary learning if that knowledge does not include sufficient exposure to the script system.

Acculturation, identity and adaptation in dual heritage adolescents

The research adopts an acculturation framework to examine identity, values, self-perceptions, and adaptation in dual heritage and single heritage native-born New Zealand youth. Maori, Pakeha (New Zealand European) and dual heritage (Maori–Pakeha) students completed questionnaires that included measures of: national and ethnic identity; family values concerning parental obligations and children's rights; perceived discrimination; self-perceptions of mastery and esteem; and psychological (life satisfaction and psychological symptoms) and social (school adjustment and behavioral problems) adaptation. One-way ANOVAs revealed, as predicted, Maori had stronger ethnic and national identity, engaged in more ethnic exploration, reported more discrimination, endorsed greater parental responsibility and fewer children's rights and experienced more behavioral problems than Pakeha. Maori also reported lower levels of self-esteem. More importantly and in line with predictions arising from an acculturation framework, the measures of identity, values, self-perceptions, and adaptation in the dual heritage group fell between those of Maori and Pakeha.

Beginning Level University Heritage Programs: Creating a Space for All Heritage Language Learners

This paper addresses beginning level Spanish heritage language (SHL) learners’ attitudes towards their language and culture. Heritage language (HL) programs and research have often overlooked beginning level learners, especially within university settings. The current study involved 20 participants from a beginning level SHL class in the Southwestern United States. Participants completed a lengthy survey addressing the issues of language contact, language attitudes and linguistic behaviors. Follow-up interviews were also conducted. The results observed confirm previous research. The majority of students seldom use Spanish with parents, grandparents or relatives (79%); however, their responses indicate they are frequently surrounded by Spanish, with ample opportunities to overhear the language. Student goals include overcoming a lack of confidence in Spanish as well as a desire to improve fluency. Students’ answers demonstrate a high degree of motivation to study Spanish. Our results attest to the fact that the specific needs, attitudes, and rich cultural background of the Southwest’s beginning heritage students parallel those of more advanced students in this region in university HL programs, indicating a need to create a space for these students within such programs. We conclude our paper with pedagogical guidelines based on our results and specifically tailored to this population of students.

Mexican/Mexican American Adolescents and keepin' it REAL: An Evidence-Based Substance Use Prevention Program.

A randomized trial tested the efficacy of three curriculum versions teaching drug resistance strategies, one modeled on Mexican American culture; another modeled on European American and African American culture; and a multicultural version. Self-report data at baseline and 14 months post-intervention were obtained from 3, 402 Mexican heritage students in 35 Arizona middle schools, including 11 control sites. Tests for intervention effects used simultaneous regression models, multiple imputation of missing data, and adjustments for random effects. Compared with controls, students in the Latino version reported less overall substance use and marijuana use, stronger intentions to refuse substances, greater confidence they could do so, and lower estimates of substance-using peers. Students in the multicultural version reported less alcohol, marijuana, and overall substance use. Although program effects were confined to the Latino and multicultural versions, tests of their relative efficacy compared with the non-Latino version found no significant differences. Implications for evidence-based practice and prevention program designs are discussed, including the role of school social workers in culturally grounded prevention.

Classroom Assessment Tools and Students’ Affective Stances: KFL Classroom Settings

The growth of KFL (Korean-as-a-Foreign-Language) programmes in the US college setting has been truly remarkable in the last three decades. However, despite the gradual and steady growth of the non-heritage student population, the predominant group has been heritage students in most KFL programmes. In addition, teaching these two groups of students effectively has been a key concern for KFL teachers and administrators. For example, KFL programmes in the US have been geared toward teaching heritage students due to their dominant presence. However, the drastic increase in non-heritage student population calls for change in the KFL curriculum. The goal of this paper is to report the use of CATs (Classroom Assessment Techniques) as a possible pedagogical solution, in dealing with this complicated issue. The paper visits the current pedagogical and administrative issues, dealing with the two student groups of KFL programmes in the US college setting, and suggests the use of CATs as a possible solution for the matter, in particular, its beneficial merits in enhancing affective stances of students. The paper argues that CATs can be valuable tools in most teaching contexts, especially for the class with mixed student composition. Although the cases presented in this paper are from a third year Advanced Korean course, the techniques presented may be adapted for use in nearly any foreign language course that has struggled with the heritage and non-heritage student issues.

Learning through computer‐mediated communication: a comparison of Australian and Chinese heritage students

Twelve Australian and 12 Chinese heritage students from a third‐year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student‐facilitated problem‐solving discussion through computer‐mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self‐manage their own learning, but that Australian students were significantly more comfortable with e‐learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn.