ience, and social studies. [ 13 ] 1998 40% 55%Percentage of individuals ages 16 to 24 who had graduated from high school in the preceding 12 months and were enrolled in college the following October. [ 14 ] 1998 55% 66%Percentage of all 18- to 24-year-old high school graduates who were enrolled in institutions of higher education. [ 15 ] 1998 34% 45%Percentage of all 18- to 24-year-olds who were enrolled in institutions of higher education.1998 20% 37%Learning Styles ResearchResearch on the learning styles of Hispanic- Americans is extremely limited. Within the Latino groups, the majority of studies have focused on the learning styles of Mexican-American elementary school children. Several investigations have compared various ethnic groups of students in elementary school through college levels using a measure that identifies 21 elements of learning style grouped into five categories. Environmental learning style elements include sound, temperature, design, and light. A cool temperature and formal design were identified as important elements for Mexican- American elementary and middle school students.Emotional learning style elements include responsibility, structure, persistence, and motivation. Studies reported that Mexican-Americans required a higher degree of structure than did other groups. Sociological learning style elements are concerned with the social patterns in which one learns. Learning alone (as opposed to in groups) was preferred more by Caucasian students than by Mexican-American children. Mexican-American students required significantly more sociological variety than either African-Americans or Caucasians. Mexican-American males were authority-oriented and Mexican-American females were strongly peer-oriented. Physiological learning style elements relate to time of day, food and drink intake, perception, and mobility. Puerto-Rican college students exhibit a strong preference for learning in the late morning, afternoon,...
