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UNIVERSITY of CALIFORNIA Los Angeles Tracking Oppositional UNIVERSITY OF CALIFORNIA Los Angeles Tracking Oppositional Identity among United States Youth A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Sociology by David C. Medina, Jr. 2012 © Copyright by David C. Medina, Jr. 2012 ABSTRACT OF THE DISSERTATION Tracking Oppositional Identity among United States Youth by David C. Medina, Jr. Doctor of Philosophy in Sociology University of California, Los Angeles, 2012 Professor Vilma Ortiz, Chair The source of the racial achievement gap in this country continues to elude researchers. One popular explanation for divergent educational outcomes between racial/ethnic groups is John Ogbu’s oppositional culture thesis that differences in academic outcomes can be traced to differences in academic orientations (attitudes and behaviors). Using the National Educational Longitudinal Survey of 1988 (NELS), this dissertation addresses various substantive and methodological questions within the oppositional culture framework through studying Mexican American, African American, Asian American, and White youth. Chapter 2 examines a number of measurement issues regarding oppositional identity. One of these issues is the consistency of teacher versus student-reported oppositional identity. I find that when examining the same behaviors, there are differences in what teachers and students report. Thus, I argue that teacher and student reports of oppositional identity should not be used interchangeably. A second issue concerns the number of sub-dimensions that make up oppositional identity. I employ factor analysis to validate my oppositional identity construct. I find that oppositional identity can have as many as five sub-dimensions, but they all fall under a ii global construct of oppositional identity. A third issue is the stability of oppositional identity over time. I conduct longitudinal invariance analyses and find that oppositional identity is not stable, but rather exhibits change over time. Thus, I argue that research must take into account who is doing the reporting, what dimension of oppositional identity is being examined, and when oppositional identity is studied. Researchers have studied differences in oppositional identity by race/ethnicity. One omission in such analyses is the role of ability grouping (tracking) within the school system. A second omission is the role of family factors in the adoption of oppositional identity. Chapter 3 seeks to fill these gaps by introducing track placement, family background, and parental involvement as predictors of oppositional identity. I find that the effect of these covariates depends on who is reporting, the survey wave being studied, and the dimension of oppositional identity of interest. I also find that racial/ethnic differences are reduced when these covariates are added, while gender differences are consistent and robust. Thus, I argue that oppositional identity is more of a gendered than racial phenomenon. Chapter 4 examines the effects of oppositional identity on both achievement and dropping out of school. I find that oppositional identity is a significant predictor of both reading and mathematics achievement. I also find that oppositional identity is a significant predictor of dropping out, yet is not able to account for the racial/ethnic gap in these educational outcomes. I conclude my dissertation with a discussion of my findings and the limitations of my analyses. I also discuss areas for future research on oppositional identity. iii The dissertation of David C. Medina Jr. is approved. Min Zhou Darnell Hunt José Felipe Martinez Vilma Ortiz, Committee Chair University of California, Los Angeles 2012 iv To my family, who define who I am and make me better. v TABLE OF CONTENTS Acknowledgements: ____________________________________________________ vii Vita: _________________________________________________________________ xi Chapter 1: Introduction___________________________________________________ 1 Chapter 2: The Measurement of Oppositional Identity _________________________ 36 Chapter 3: Predictors of Oppositional Identity _______________________________ 102 Chapter 4: Oppositional Identity and Educational Outcomes____________________ 145 Chapter 5: Discussion and Conclusion _____________________________________ 168 Appendix ___________________________________________________________ 176 References __________________________________________________________ 197 vi ACKNOWLEDGEMENTS This dissertation is the culmination of many years of being surrounded by supportive individuals in all facets of my life. I would like to thank all my dissertation committee members. Min Zhou provided me with valuable feedback that ultimately strengthened my dissertation. Her work on segmented assimilation and questioning the status quo ultimately served as motivation and inspiration for my own work. Darnell Hunt’s guidance was also invaluable in strengthening and clarifying my dissertation’s goals. His research and role in the public sphere inspires me to continue actualizing social change through rigorous research. I would like to thank José Felipe Martínez for giving me the opportunity to enroll in my first Social Research Methodology course during my third year of graduate school. I quickly realized during my first day in attendance that it was not the content matter I had envisioned, but I nonetheless remained in the course out of curiosity. This decision set the foundation for all my subsequent methodological training and newfound passion during a time in graduate school when I really needed it. José has subsequently provided me with guidance and support beyond academics and I am truly grateful for this support. Vilma Ortiz, my committee chair, has served as my advisor since my first year of graduate school. She has provided me with advice, motivation, and mentorship throughout these six years, and particularly during my dissertation. She has pushed me to reach my full potential during these last few months and there were times when I doubted myself. Nonetheless, she coupled her demand for increased productivity on my end with belief in my ability on hers, thereby offsetting any doubts on my ability to finish. Her office was a safe zone where we could talk about anything that was on my mind. I always came out of her office happy and hopeful vii regardless of my mood going in. This made graduate school as enjoyable as possible and I would not have reached such an important milestone without her support and dedication. And it is for these reasons that I am truly grateful that I met her so early in my career and was able to interact with her since then. I am grateful to have been given the opportunity to work at UCLA’s Institute for Democracy, Education, and Access for the past six years. I would like to thank Veronica Terriquez for giving me access to join the UCLA IDEA team during my first year. I would also like to thank Siomara Valladares for having the patience as I learned SPSS during my first couple of months on the job. I did not know what I was doing for most of that time. I would have probably fired me if I were her. Nonetheless, she kept pushing and training me, and I could not have reached the level of proficiency I now have today without her help. I would also like to thank my colleagues and friends at IDEA—Rhoda Freelon, Mel Bertrand, Jaime L. Del Razo, Bryan Ventura, and Jared Planas—all of whom provided me with invaluable support and friendship that made working at IDEA enjoyable. Other individuals and organizations further supported my tenure at UCLA. I would like to thank the Graduate Division for providing funding for me in the form of the Eugene V. Cota- Robles fellowship and other summer funding. I would like to thank members of the Department of Sociology for all of their help. I am grateful for Wendy Fujinami’s help with the dissertation process and submitting paperwork for me when I was out of town. I would also like to thank Li Cai, Michael Seltzer, and Noreen Webb from Social Resarch Methodology for their support and valuable training that I am now in a position to put to good use. Bengt O. Muthen, Linda Muthen, and the support staff at Mplus also provided me with much statistical guidance viii throughout my dissertation and I could not have completed my work without their instrumental help. I have also received a lot of support from graduate students at UCLA. I would like to thank Anthony C. Ocampo for serving as a type of mentor during my first years at UCLA. He provided me with balance in life whether it was heading to the gym, grabbing dinner, or just hanging out. Some of my most memorable experiences at UCLA can be traced to Anthony. And now as an Assistant Professor, he has provided me with a role model that I look up to and respect. I would also like to thank Dwight Davis, Sarah Schlabach, Hyeyoung Oh, Kjerstin Elmen-Gruys, Elena Shih, Rennie Lee, Larry Thomas, Forrest Stuart, Gabriel Nelson, Anthony Alvarez, Yana Kucheva, Erica Morales, Rocio Rosales, and Sylvia Zamora. Your friendships are invaluable and every single interaction was one I will treasure forever. I would also like to thank my girlfriend and life partner, Queenie X. Zhu. She has provided me with unwavering support during this period that enabled me to retain perspective and ultimately, my sanity. I cannot count the countless nights we stayed up working together to meet external or personal deadlines. While this process has been challenging and has pushed me to my limits, her laughter and smile led me to smile as well even when everything seemed to be falling apart. I also owe a debt of gratitude to my two sisters, Ana and Linda Jeanette. Ana endured a lot growing up to ensure that Linda and I enjoyed a normal life. She has also paved the way for me and taught me what it means to be successful and is my role model. I am grateful to Linda for her support and for always being a positive force in my life. She reminds me of the meaning of perseverance every day she continues to excel in every facet of her life.
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