Abstract
Statement of Problem
This study seeks to add to the underdeveloped body of literature dealing with the unknown perceptions of how K-12 educators motivate their female Latinx and male Latinx students to academically succeed differently. This study examined the K-12 reflections of undergraduate students.
Sources of Data
Data was collected from two colleges, a university, and a community college. A 28- question survey was sent out via Qualtrics, an online university platform. The survey included multiple choice, Likert scale, and open-ended questions. The multiple-choice questions included a prefer not to answer option to ensure comfortability of participants. The Likert scale questions used a scale evaluating least likely to most likely. The open-ended questions were included to allow the students to provide a native of their K-12 reflections.
Conclusions Reached
A mixed-methods approach was used to collect diverse types of data to provide a more complete understanding of this study. The mixed-methods approach was selected due to neither quantitative or qualitative data alone sufficing this study. The quantitative data revealed a significant shift in K-12 teachers motivating and encouraging their female and male Latinx students differently. The qualitative data was analyzed using a thematic approach. The qualitative data analysis revealed themes which suggested Latinx males felt they were less encouraged and motivated by their K-12 teachers to academically succeed, compared to their female counterparts.