Racial/Ethnic Differences in the Educational Expectations of Adolescents: Does Pursuing Higher Education Mean Something Different to Latino Students Compared to White and Black Students?

• NCJ Number: 244374
• Journal: Journal of Youth and Adolescence Volume: 42 Issue: 9 Dated: September 2013 Pages: 1399-1412
• Author(s): Viana Y. Turcios-Cotto; Stephanie Milan
• Date Published: September 2013
• Length: 14 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This article examines racial/ethnic difference in the future expectations of adolescent, with focus on expectations about higher education may differ in meaning and frequency for Latino youth.

Abstract

There are striking disparities in the academic achievement of American youth, with Latino students being a particularly vulnerable population. Adolescents' academic expectations have been shown to predict educational outcomes, and thus are an important factor in understanding educational disparities. This article examines racial/ethnic differences in the future expectations of adolescents, with a particular focus on how expectations about higher education may differ in frequency and meaning for Latino youth. Participants included 375 urban ninth-grade students (49 percent Latino, 23 percent White, 22 percent Black, and 6 percent other; 51 percent female) who gave written descriptions of how they pictured their lives in 5 years. Responses were subsequently coded for content and themes. Results demonstrate that Latino youth were less likely to picture themselves attending college when compared to Black and White youth, and more likely to hold social goals, such as starting their own family. Ethnic/racial differences also were found in the themes present in responses, with Latino and Black students more likely than White students to describe individuation and materialistic goals, and to give more unrealistic responses. For Latino youth only, higher education goals were associated significantly with individuation themes. In addition, for Latino youth, adolescents who wished to pursue higher education reported more depressive symptoms and emotional distress than those who did not picture going to college, whereas the opposite pattern was evident for Black and White youth. These differences may reflect cultural values, such as familismo. Practice implications include the importance of culturally tailoring programs aimed at promoting higher education. Abstract published by arrangement with Springer.