Mexican American adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem.
As the number of Mexican American school-aged children continues to increase, researchers, practitioners, and policymakers are in critical need of information to better understand and serve them. This study used structural equation modeling to examine the relationship among perceived parental educational involvement (PPEI), acculturation, gender, and self-esteem on the academic achievement and aspirations of Mexican American high school students (N = 298). Results revealed direct effects of perceived parental educational involvement, students' level of acculturation, and students' self-esteem on students' achievement and aspirations. Acculturation and self-esteem also revealed indirect effects on aspirations and achievement through parental educational expectations. Implications of these findings are discussed.
Carranza
Francisco D
FD
Gevirtz Graduate School of Education, University of California, Santa Barbara, CA, USA. fearranz@education.ucsb.edu
You
Sukkyung
S
Chhuon
Vichet
V
Hudley
Cynthia
C
D000069:Acculturation; D000124:Achievement; D000293:Adolescent; D000328:Adult; D001240:Aspirations, Psychological; D004522:Educational Status; D005260:Female; D006801:Humans; D015141:Los Angeles; D008297:Male; D017058:Mexican Americans / Q000193:education* / Q000523:psychology; D008800:Mexico / Q000208:ethnology; D008960:Models, Psychological; D016487:Parenting / Q000208:ethnology*; D012649:Self Concept; D012737:Sex Factors