This investigation examines differences in the home environments of a group of higher and lower achieving Puerto Rican fifth and sixth graders (N=57) in a southeastern urban Pennsylvania school district. The process home environment variables were obtained by interviewing the mothers, in their homes, with the aid of the Marjoribanks Family Environment Schedule. Aspects of the home environment investigated were parents' aspirations for their child, parents' aspirations for themselves, concern for the use of language, parental reinforcement of aspirations, knowledge of the child's educational progress, family involvement in educational activities, press for independence, and value orientations.
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