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Language, high school leadership and the postsecondary outcomes of Hispanic students

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  • Lozano, Fernando A.

Abstract

This paper asks whether high school leadership activities play an important role in explaining the Hispanic college-completion gap. The analysis in this paper considers the role that English language fluency plays in a Hispanic student's leadership probability and in the student's future educational success. The main results in this paper are: first, after controlling for demographic and school characteristics, there are no major differences in high school leadership activities between Hispanics and non-Hispanics; second, high school leadership activities predict higher college attendance rates for all demographic groups; and third, high school leadership activities predict a higher probability of attaining a college degree among Hispanic students whose first language is not English. Importantly, this relationship is stronger among students whose first post-secondary institution is a 2-year college.

Suggested Citation

  • Lozano, Fernando A., 2008. "Language, high school leadership and the postsecondary outcomes of Hispanic students," Economics of Education Review, Elsevier, vol. 27(3), pages 342-353, June.
    • Handle: RePEc:eee:ecoedu:v:27:y:2008:i:3:p:342-353
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    References listed on IDEAS

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    Cited by:

    1. Martin Lundin & Oskar Nordström Skans & Pär Zetterberg, 2021. "Leadership Experiences, Labor Market Entry, and Early Career Trajectories," Journal of Human Resources, University of Wisconsin Press, vol. 56(2), pages 480-511.
    2. Cai, Guowei & Deng, Weiguang & Li, Xue, 2023. "Student leadership experience and job accessibility: An experiment from China," China Economic Review, Elsevier, vol. 78(C).
    3. Lipscomb, Stephen, 2007. "Secondary school extracurricular involvement and academic achievement: a fixed effects approach," Economics of Education Review, Elsevier, vol. 26(4), pages 463-472, August.

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