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Journal of Career Assessment
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Article

Mexican American High Schools’ Post-Secondary Educational Goals: Applying Social Cognitive Career Theory

Lisa Y. Flores*, Rachel L. Navarro, and Joseph Dewitz

* To whom correspondence should be addressed. E-mail: floresly{at}missouri.edu.


  Abstract
A multivariate multiple regression analysis predicting the educational goal aspirations and expectations of 89 Mexican American high school students was examined based on Lent, Brown, and Hackett’s (1994) Social Cognitive Career Theory and prior research findings with Mexican American samples. No gender or generational status differences were found in educational aspirations or expectations; however, participants reported higher educational aspirations than educational expectations. In addition, results of a multivariate multiple regression analysis suggested that Anglo-oriented acculturation was significantly positively related to educational goal expectations and educational goal aspirations. Mexican-oriented acculturation, college self-efficacy, and college outcome expectations were not significantly related to Mexican American students’ educational goals aspirations or expectations. Results are discussed as they relate to improving the educational achievement among Mexican American youth.

First published on May 30, 2008, doi:10.1177/1069072708318905

Journal of Career Assessment 2008;16:489.

A more recent version of this article appeared on November 1, 2008

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