College Choice of Latino High School Students: Influence of Demographics, Academic Preparation, and Academic Self-efficacy Beliefs on Intended Level of Post-secondary Institution

Show simple item record

dc.contributor.advisor Thomas E.H. Conway, Jr., Committee Member en_US
dc.contributor.advisor Jose A. Picart, Committee Member en_US
dc.contributor.advisor Stanley B. Baker, Committee Co-Chair en_US
dc.contributor.advisor Siu-Man R. Ting, Committee Co-Chair en_US Gonzalez, Laura McLaughlin en_US 2010-04-02T18:26:38Z 2010-04-02T18:26:38Z 2008-03-03 en_US
dc.identifier.other etd-11022007-114730 en_US
dc.description.abstract National data has shown that Latino students entering college have selected two-year institutions at a greater rate than any other group. Some reasons for this tendency have been suggested (e.g., financial or academic difficulties), but they have not explained the phenomenon satisfactorily. The current study addressed this issue with logistic regression analysis, utilizing data from the National Center for Education Statistics. The outcome variable was level of college intended by Latino and White high school students in their senior spring. Predictor variables were related to demographic factors, academic preparation factors, and academic self-efficacy beliefs (the primary focus of exploration). Several main effects predictors were significant for all students (e.g, percent of free and reduced lunches at the high school, highest level of high school math, student expectations for future education). Only one predictor was significant (p<.05) when interacting with race⁄ethnicity — student expectations for future education, one of the academic self-efficacy variables. An alternate evaluation of interaction terms (using a cross derivative) found some areas of significance for the interaction effects of race⁄ethnicity with teacher expectations and math and reading test scores, in addition to student expectations. For Latino students, all three of these interactions had a negative effect (as compared to Whites) on the predicted probability of selecting a four-year college. Socioeconomic status was held constant in the analysis of interaction terms, so the Latino students were similar in economic terms to the White students. However, even with high aspirations, high expectations from teachers, and good math and reading test scores, Latinos had a lower predicted probability of the reference outcome. Therefore, that subgroup of Latinos could have been choosing two-year colleges for other reasons, such as family ties, social networks, or other dynamics common to collectivistic cultures. Findings are discussed in terms of Bandura's social cognitive theory. Academic self-efficacy and social influences are promising areas for future research. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject multiple imputation en_US
dc.subject missing data en_US
dc.subject postsecondary level of Latinos en_US
dc.subject NCES en_US
dc.subject Hispanic students en_US
dc.subject cross derivative method en_US
dc.subject AERA en_US
dc.subject baccalaureate en_US
dc.subject community college en_US
dc.subject ELS en_US
dc.title College Choice of Latino High School Students: Influence of Demographics, Academic Preparation, and Academic Self-efficacy Beliefs on Intended Level of Post-secondary Institution en_US PhD en_US dissertation en_US Counselor Education en_US

Files in this item

Files Size Format View
etd.pdf 1.537Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record