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Hispanic Acculturation in a Predominately Black High School

Application of an Adapted Model

Vanderbilt University

Matthew J. Hollander

Vanderbilt University

Amber W. Martinez

Vanderbilt University

The authors applied an adaptation of prior models of acculturation to all 16 Hispanic students attending a predominately Black, high-poverty, urban high school (n = 1,267 students) identified by No Child Left Behind standards as failing. No published study to date has investigated Hispanic acculturation within such a setting. Findings reveal that students were identified across all four acculturation modes of the model and that only half (n = 8) of students demonstrated substantial affiliation with a dominant U.S. culture. Of these, five students identified more strongly with the dominant Black culture of the school versus the prevailing White U.S. culture. Findings are discussed with respect to future research and practice designed to improve educational experiences for Hispanic youth.

Key Words: acculturation • Hispanic youth • Black youth • high-poverty school culture

Hispanic Journal of Behavioral Sciences, Vol. 31, No. 1, 32-56 (2009)
DOI: 10.1177/0739986308329031


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