Mexican American adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem.

Full Abstract

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.

Author information

Author/s: Carranza, Francisco D (FD); You, Sukkyung (S); Chhuon, Vichet (V); Hudley, Cynthia (C);

Affiliation: Gevirtz Graduate School of Education, University of California, Santa Barbara, CA, USA. fearranz(-atsign-)education.ucsb.edu

Journal and publication information

Publication Type: Journal Article; Multicenter Study

Journal: Adolescence (Adolescence), published in United States. (Language: eng)

Reference: 2009-; vol 44 (issue 174) : pp 313-33

Dates: Created 2009/09/21; Completed 2009/10/13;

PMID: 19764269, status: MEDLINE (last retrieval date: 10/13/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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