| There is ample research on Latino education and English language learners (ELLs); however, there is a lack of research on whether ELL programs influence Latino students in the areas of friendship choice, parental monitoring, acculturation, and academic success. The purpose of this quantitative, correlation study was to learn more about friendship choice, parental monitoring, acculturation, and academic success of Latino ELL students and Latino non-ELL students. Bronfenbrenner's ecological systems theory provided the basis that this study. The key research question was to determine if there are differences in friendship choice, parental monitoring, acculturation, and academic success among ELL and non-ELL students. Surveys were completed by students from a midwestern, medium size city school district. The Short Acculturation Scale for Hispanic Youth, Parental Monitoring Assessment, Friendship Characteristics Questionnaire, and a demographics questionnaire were the source of data; data were analyzed using regression and MANOVA analyses. According to the study results, the independent variable, ELL status had an effect on friendship choice, acculturation, and academic success of Latino ELL students; however, the dependent variable parental monitoring did not differ by ELL status. Finding from this study can help professionals such as teachers, principals, counselors, and curriculum designers uncover strategies that are effective in bridging the gap between Latino and Anglo students' academic success. |
