The Association Between School Engagement and Achievement Across Three Generations of Mexican American Students

Abstract

The study examined the relation of cognitive and emotional engagement and academic achievement across three generations (immigrant, children of immigrant parent(s), non-immigrant) of 474 Mexican American adolescent students attending a junior high school in Southern California. Regression analysis revealed a generational shift in regards to the specific academic engagement components that predicted grade point average (GPA). Cognitive engagement was a positive predictor of GPA for first-generation students while both cognitive and emotional engagement were positive predictors for second-generation students. Meanwhile, only emotional engagement positively predicted GPA for third-generation students. Educational responsiveness is utilized as a conceptual framework to understand, interpret, and discuss the study findings. Implications for the development and implementation of policies and practices for Mexican American students responsive to this generational shift are discussed.