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

Authors

  • Lizette Ojeda,

    1. Department of Educational, School, & Counseling Psychology, University of Missouri.
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  • Lisa Y. Flores

    Corresponding author
    1. Department of Educational, School, & Counseling Psychology, University of Missouri.
    2. Department of Educational, School, & Counseling Psychology, 16 Hill Hall, University of Missouri, Columbia, MO 65211
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e-mail: floresly@missouri.edu

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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