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Abstract: This study examined the association between identity and the perception of the importance of learning English. Specifically, it looked at whether being Hispanic or Latino impacted the level that American citizens cared about learning English. English proficiency is seen as a main barrier to academic success or social mobility, but many external barriers including poor education and cultural suppression significantly influence these perceptions and experiences. While research exists about the benefits of English proficiency for Hispanic and Latino Americans, a gap exists in understanding how Hispanic Americans perceive the importance of learning English, which is the main question of this study. The results demonstrate that while the association is statistically significant, this significance disappears when confounding for other variables. Age, party, and education level are all important confounders that cause the association to disappear. While being Hispanic or Latino did not affect perception, older respondents were more likely to emphasize the importance of English for integration and success; political party affiliation influenced perceptions, as Republicans viewed learning English as more important than Democrats; and education level emerged as another key factor, as individuals with lower education levels tended to view English proficiency as more important. These findings suggest that while Hispanic and Latino identity does not affect perceptions of English learning, the influence of identity is mediated by broader social, political, and demographic factors.
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