Growth trajectories of Mexican-origin adolescent mothers’ educational expectations

Abstract

Pregnant and parenting adolescents are at significant risk for educational underachievement. Educational expectations play a critical role for understanding subsequent educational attainment; yet, limited empirical attention has been given to changes in educational expectations across the transition to parenthood among adolescent mothers. This longitudinal study explored stability and change in educational expectations across the transition to parenthood among 191 first-time pregnant Mexican-origin adolescents (Mage = 16.76, SD = .98). The current study also examined how several contextually relevant risk and protective factors were associated with differential patterns of educational trajectories across this transition and subsequent educational attainment. Latent class growth analyses revealed three educational expectation trajectories: low and stable (< high school degree), moderate and increasing (≈ associate degree), and high and increasing (≈ bachelor’s degree). Adolescent mothers in the low and stable group encountered several educational risk factors that partially explained their probability of membership in this trajectory and subsequent lower attainment. Conversely, probability of membership in the high and increasing expectations class was partially explained by adolescents’ on-track school status at the time of pregnancy and their mother figures’ educational expectations for their pregnant daughters. These findings have implications for understanding the malleable factors that help to explain why some adolescent mothers describe consistently high educational expectations and subsequent higher attainment, while others do not.

Mexican-origin adolescents' educational expectation trajectories: Intersection of nativity, sex, and socioeconomic status

“…However, these studies focus on Hispanic youth as a monolithic group, ignoring the unique histories, social expectations, and educational experiences of Hispanic youth from different countries of origin (Delgado, Ettekal, Simpkins, & Schaefer, 2016; Portes & Rumbaut, 2006). Only one study has focused on Mexican-origin youth (Bravo, Toomey, Umaña-Taylor, Updegraff, & Jahromi, 2015); however, this study used data from adolescent mothers beginning in the third trimester of pregnancy and extended for three years.…”

Change in Students’ Educational Expectations – A Meta-Analysis

“…We used scores from the second wave of Alexander and Entwisle (1988) as pretest score for computing change in the Alexander et al (1994) study. Bravo et al (2014Bravo et al ( , 2017 used the same data but the latter study included an additional time point (with a few participants not included in the Bravo et al (2017) paper). Data of the T 1 -T 2 interval were used from the former study and of later intervals from Bravo et al (2017).…”

“…Bravo et al (2014Bravo et al ( , 2017 used the same data but the latter study included an additional time point (with a few participants not included in the Bravo et al (2017) paper). Data of the T 1 -T 2 interval were used from the former study and of later intervals from Bravo et al (2017). as well as used an, in part, overlapping sample.…”

Prevalência de problemas emocionais e comportamentais em crianças do primeiro ano do ensino fundamental com dificuldades de aprendizagem de acordo com a avaliação de professores e responsáveis

“…Está bem estabelecido na literatura que dentro do microssistema familiar podem ser encontradas diversas situações potencialmente dificultadoras do aprendizado das crianças (JOHNSON, 2018;TZOUMAKIS et al, 2018). Como, por exemplo, a baixa escolaridade dos pais, em especial, a materna (BRAVO et al, 2017;STRAND, 2014;WINSLER et al, 2012). E também o baixo nível socioeconômico e cultural da família (CALZADA et al, 2015;SANDERS;FALLON, 2018;STRAND, 2014;TZOUMAKIS et al, 2018).…”

“…Na esfera familiar, os fatores de risco mais citados estão ligados a estrutura e a dinâmica familiar, tais como: (a) ser filho/a de mãe menor de vinte anos de idade; (b) pertencer a um grupo familiar com membros com histórico de abuso de substância ilícitas e/ou antecedentes criminais; (c) ter sofrido exposição pré-natal pesada ao álcool e/ou tabaco antes, durante e/ou após a gestação; (d) pertencer a família monoparental; (e) pertencer a um grupo familiar formado majoritariamente por membros do sexo feminino e residir em uma casa com três ou mais crianças menores de cinco anos; (f) ter ingressado tardiamente na escola e ter tido uma preparação deficitária para ingressar na pré-escola. Em seguida, ainda na categoria "fatores de risco ligados à família", aparecem reiteradamente os seguintes fatores: (g) baixo nível socioeconômico; (h) baixa escolaridade dos pais e (i) maus tratos na infância; (j) pais com problemas de saúde mental e (k) violência doméstica (BRAVO et al, 2017;BUSSING et al, 2012;CALZADA et al, 2015;COMPTON et al, 2012;DHAVAN et al, 2010;DUNN et al, 2010; ENRIQUEZ GUERRERO; CATAÑO ORDONEZ, 2009; ENRIQUEZ GUERRERO; SEGURA CARDONA; TOVAR CUEVAS, 2013;FANTUZZO et al, 2012;GUERRERO et al, 2013;JOHNSON, 2018;NIEMI et al, 2011;O'LEARY et al, 2013;SANDERS;FALLON, 2018;STERGIAKOULI et al, 2017;STRAND, 2014;TZOUMAKIS et al, 2018;VIEIRA et al, 2012;WINSLER et al, 2012;ZUANETTI;FUKUDA, 2012). prematuro ou abaixo do peso.…”