Mexican-origin adolescents' educational expectation trajectories

Intersection of nativity, sex, and socioeconomic status

Norma J. Perez-Brena, Melissa Y. Delgado, Sue A. Rodríguez De Jesús, Kimberly Updegraff, Adriana J. Umaña-Taylor

Research output: Contribution to journalArticle

Abstract

Expectancy value theory and a cultural-ecological framework are integrated in this study to examine the trajectories of 246 Mexican-origin adolescents' (Mage = 12.52, SDage = 0.58; 51% girls, 62% U.S.-born) educational expectations across eight years. Findings from a multilevel growth model revealed that early adolescents expected to complete a post-bachelor's degree, but expectations declined in middle adolescence and improved in late adolescence. This pattern was more pronounced for immigrant, compared to U.S-born, adolescents. Higher socioeconomic status was associated with higher expectations. Boys and girls differed in their trajectories, such that boys showed a curvilinear trajectory and girls showed a stable trajectory. Nativity moderated these sex differences. Immigrant boys showed curvilinear trajectories that dipped in middle adolescence and immigrant girls showed a declining trajectory. In contrast, U.S.-born boys and girls showed linear and stable trajectories. The discussion addresses suggestions for targeted interventions with at-risk subgroups during a sensitive period in adolescence.

Original languageEnglish (US)
Pages (from-to)14-24
Number of pages11
JournalJournal of Applied Developmental Psychology
Volume48
DOIs
StatePublished - Jan 1 2017

Fingerprint

Social Class
Sex Characteristics
Growth

Keywords

  • Adolescence
  • Educational expectations
  • Mexican-origin
  • Nativity
  • Sex
  • Socioeconomic status

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Mexican-origin adolescents' educational expectation trajectories : Intersection of nativity, sex, and socioeconomic status. / Perez-Brena, Norma J.; Delgado, Melissa Y.; Rodríguez De Jesús, Sue A.; Updegraff, Kimberly; Umaña-Taylor, Adriana J.

In: Journal of Applied Developmental Psychology, Vol. 48, 01.01.2017, p. 14-24.

Research output: Contribution to journalArticle

Perez-Brena, Norma J. ; Delgado, Melissa Y. ; Rodríguez De Jesús, Sue A. ; Updegraff, Kimberly ; Umaña-Taylor, Adriana J. / Mexican-origin adolescents' educational expectation trajectories : Intersection of nativity, sex, and socioeconomic status. In: Journal of Applied Developmental Psychology. 2017 ; Vol. 48. pp. 14-24.
@article{9387bf8c815746ab8744972defabbff5,
title = "Mexican-origin adolescents' educational expectation trajectories: Intersection of nativity, sex, and socioeconomic status",
abstract = "Expectancy value theory and a cultural-ecological framework are integrated in this study to examine the trajectories of 246 Mexican-origin adolescents' (Mage = 12.52, SDage = 0.58; 51{\%} girls, 62{\%} U.S.-born) educational expectations across eight years. Findings from a multilevel growth model revealed that early adolescents expected to complete a post-bachelor's degree, but expectations declined in middle adolescence and improved in late adolescence. This pattern was more pronounced for immigrant, compared to U.S-born, adolescents. Higher socioeconomic status was associated with higher expectations. Boys and girls differed in their trajectories, such that boys showed a curvilinear trajectory and girls showed a stable trajectory. Nativity moderated these sex differences. Immigrant boys showed curvilinear trajectories that dipped in middle adolescence and immigrant girls showed a declining trajectory. In contrast, U.S.-born boys and girls showed linear and stable trajectories. The discussion addresses suggestions for targeted interventions with at-risk subgroups during a sensitive period in adolescence.",
keywords = "Adolescence, Educational expectations, Mexican-origin, Nativity, Sex, Socioeconomic status",
author = "Perez-Brena, {Norma J.} and Delgado, {Melissa Y.} and {Rodr{\'i}guez De Jes{\'u}s}, {Sue A.} and Kimberly Updegraff and Uma{\~n}a-Taylor, {Adriana J.}",
year = "2017",
month = "1",
day = "1",
doi = "10.1016/j.appdev.2016.11.001",
language = "English (US)",
volume = "48",
pages = "14--24",
journal = "Journal of Applied Developmental Psychology",
issn = "0193-3973",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Mexican-origin adolescents' educational expectation trajectories

T2 - Intersection of nativity, sex, and socioeconomic status

AU - Perez-Brena, Norma J.

AU - Delgado, Melissa Y.

AU - Rodríguez De Jesús, Sue A.

AU - Updegraff, Kimberly

AU - Umaña-Taylor, Adriana J.

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Expectancy value theory and a cultural-ecological framework are integrated in this study to examine the trajectories of 246 Mexican-origin adolescents' (Mage = 12.52, SDage = 0.58; 51% girls, 62% U.S.-born) educational expectations across eight years. Findings from a multilevel growth model revealed that early adolescents expected to complete a post-bachelor's degree, but expectations declined in middle adolescence and improved in late adolescence. This pattern was more pronounced for immigrant, compared to U.S-born, adolescents. Higher socioeconomic status was associated with higher expectations. Boys and girls differed in their trajectories, such that boys showed a curvilinear trajectory and girls showed a stable trajectory. Nativity moderated these sex differences. Immigrant boys showed curvilinear trajectories that dipped in middle adolescence and immigrant girls showed a declining trajectory. In contrast, U.S.-born boys and girls showed linear and stable trajectories. The discussion addresses suggestions for targeted interventions with at-risk subgroups during a sensitive period in adolescence.

AB - Expectancy value theory and a cultural-ecological framework are integrated in this study to examine the trajectories of 246 Mexican-origin adolescents' (Mage = 12.52, SDage = 0.58; 51% girls, 62% U.S.-born) educational expectations across eight years. Findings from a multilevel growth model revealed that early adolescents expected to complete a post-bachelor's degree, but expectations declined in middle adolescence and improved in late adolescence. This pattern was more pronounced for immigrant, compared to U.S-born, adolescents. Higher socioeconomic status was associated with higher expectations. Boys and girls differed in their trajectories, such that boys showed a curvilinear trajectory and girls showed a stable trajectory. Nativity moderated these sex differences. Immigrant boys showed curvilinear trajectories that dipped in middle adolescence and immigrant girls showed a declining trajectory. In contrast, U.S.-born boys and girls showed linear and stable trajectories. The discussion addresses suggestions for targeted interventions with at-risk subgroups during a sensitive period in adolescence.

KW - Adolescence

KW - Educational expectations

KW - Mexican-origin

KW - Nativity

KW - Sex

KW - Socioeconomic status

UR - http://www.scopus.com/inward/record.url?scp=85000785087&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85000785087&partnerID=8YFLogxK

U2 - 10.1016/j.appdev.2016.11.001

DO - 10.1016/j.appdev.2016.11.001

M3 - Article

VL - 48

SP - 14

EP - 24

JO - Journal of Applied Developmental Psychology

JF - Journal of Applied Developmental Psychology

SN - 0193-3973

ER -