The Influence of Gender, Generation Level, Parents' Education Level, and Perceived Barriers on the Educational Aspirations of Mexican American High School Students

Lizette Ojeda · Lisa Y. Flores

101 citations0/0 files storedThe Career Development Quarterly

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Career Development and Diversity Higher Education Research Studies Education, Achievement, and Giftedness

Abstract

A portion of social‐cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) was tested by examining contextual factors related to the educational aspirations of 186 Mexican American high school students. A 3‐step hierarchical regression analysis was conducted to determine the influence of gender, generation level, parents' education level, and perceived educational barriers on educational aspirations. Results indicated that perceived educational barriers significantly predicted students' educational aspirations above and beyond the influence of gender, generation level, and parents' education level. Implications for Mexican American students' educational goals are provided.

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References

1994Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance 2000Contextual supports and barriers to career choice: A social cognitive analysis.1995Acculturation Rating Scale for Mexican Americans-II: A Revision of the Original ARSMA Scale 1998Educational Aspirations of Minority Youth 2002"Mexican Americans Don't Value Education!" On the Basis of the Myth, Mythmaking, and Debunking 1997Perceived Barriers to Education and Career: Ethnic and Gender Differences 1985Model of career and achievement motivation for women and men.1996A Social Cognitive Framework for Career Choice Counseling

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