Abstract
The percentage of Mexican American students who either drop out of school or fail to become functionally literate in English remains alarmingly high. This study aimed to isolate sociocultural variables which are present in Mexican American students who achieve a high level of English literacy at the elementary school level. A correlational design was used. One hundred Mexican American elementary students in grades 3-6 were given a survey to determine their level of acculturation using linguistically and culturally oriented items. These students were then given standardized English reading and writing achievement tests. The results of the survey and the standardized tests were then correlated. The statistical procedures used were the Pearson Product Moment Correlation Coefficient, t-tests and multiple regression. The results indicated a strong correlation between cultural exposure variables and English literacy skills for the total sample, and also for the boys and middle grades. These variables were the only ones which implied predictability for literacy scores. Acculturation ratings for the girls for social interaction with Anglo Americans yielded some significant relationships with English literacy. Variables related to the ethnic origins of friends revealed several significant correlations with English literacy scores for the girls and for the middle grades. Language preference and usage variables were not found to be significantly correlated with English literacy scores for any of the groups. From the data it was concluded that cultural exposure variables yielded the greatest number of significant relationships with English literacy achievement scores for all groups. Ethnic identity and social acculturation also indicated some significant positive correlations with English literacy achievement levels. It is recommended that acculturation variables reflecting cultural exposure, social acculturation, and ethnic identity receive consideration when planning and implementing English language arts programs for LEP Mexican American students. It is further recommended that additional research be done to assess the relationship between other cultural variables and English literacy for Mexican American students.