Affiliation:
1. California State University, Long Beach
2. University of California, Los Angeles
Abstract
How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immigrant parents. We find that (a) parents' educational aspirations are high and invariant throughout the elementary years; however, expectations fluctuate; (b) children's school performance influences parents' expectations, but expectations do not influence performance; and (c) immigrant Latino parents attribute high instrumental value to formal schooling, and neither time spent in the U.S. nor perceived discrimination diminishes this belief.
Publisher
American Educational Research Association (AERA)
Cited by
241 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献