Predicting Acculturation Using Career, Family, and Demographic Variables in a Sample of Mexican American Students

Lucero‐Miller, Denise; Newman, Jennifer

doi:10.1002/j.2161-1912.1999.tb00216.x

Cited by 13 publications

(6 citation statements)

References 34 publications

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“…Consistent with prior findings (Lopez et al, 2002), we found that generation status and bidimensional acculturation (i.e., Anglo and Mexican Orientation) did not significantly influence past math/science performance accomplishments and, therefore, did not have significant indirect relationships to math/science self-efficacy and outcome expectations. Previous research has demonstrated a substantial, positive relationship between generation status, linear acculturation status, and social class in samples of Mexican American college students (e.g., Cuéllar et al, 1995; Lucero-Miller & Newman, 1999). Indeed, we found statistically significant correlations among generation status, bidimensional acculturation, and social class, and, in turn, social class positively predicted past math/science performance accomplishments.…”

Section: Discussionmentioning

confidence: 99%

Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

Navarro

Flores

Worthington

2007

Journal of Counseling Psychology

188

258

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This study examined whether sociocontextual and sociocognitive variables explained the math/science goals of 409 Mexican American youth using a modified version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social cognitive career theory. Results from structural equation modeling indicated that the hypothesized model explained a significant amount of variance in math/science goals for both Mexican American girls and boys. Findings suggested that gender did not moderate relations among the variables in the hypothesized model. Results also suggested that most of the social cognitive career theory propositions tested were supported. Specifically, social class predicted math/science past performance accomplishments. Math/science past performance accomplishments and perceived parent support predicted math/science self-efficacy. Furthermore, math/science self-efficacy predicted math/science outcome expectations, and together with math/science interests, these sociocognitive variables predicted math/science interests and goals. Contrary to expectations, generation status, Anglo orientation, and Mexican orientation did not predict math/science past performance accomplishments, and past performance accomplishments did not predict math/science outcome expectations. Furthermore, Anglo orientation and perceived social support from parents, teachers, classmates, and a close friend did not predict math/science goals. Suggestions for future research and implications of the results are discussed.

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Section: Discussionmentioning

confidence: 99%

Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

Navarro

Flores

Worthington

2007

Journal of Counseling Psychology

188

258

View full text Add to dashboard Cite

show abstract

“…Census Bureau, 2006). Due to the increasing Latino population in the United States, scholars predict Latinos will have a larger impact on the workforce than any other demographic group (Lucero-Miller & Newman, 1999). Over time, the changing demographics of increasing racial/ethnic minorities will force employers, educators, and helping professionals to rethink their practices and policies (Leong, 1991).…”

mentioning

confidence: 99%

Acculturation, Enculturation, Ethnic Identity, and Conscientiousness as Predictors of Latino Boys’ and Girls’ Career Decision Self-Efficacy

Ojeda

Piña‐Watson

Castillo

et al. 2011

Journal of Career Development

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This study examined the role of culture and personality on the career decision self-efficacy of 338 Latino seventh-grade public middle school students. Specifically, we examined the role of acculturation, enculturation, ethnic identity, and conscientiousness on career decision self-efficacy. Findings indicated Latina girls were more acculturated and enculturated than Latino boys. For Latino boys and Latina girls, respectively, 34% and 25% of the variance in career decision self-efficacy was accounted for by the predictors. Acculturation, ethnic identity, and conscientiousness significantly predicted career decision self-efficacy for girls. For boys, however, only ethnic identity and conscientiousness were unique significant predictors. As expected, enculturation did not significantly predict career decision self-efficacy for either boys or girls. An interaction effect between acculturation and enculturation did not significantly predict career decision self-efficacy for boys or girls. Implications for practice and future research are discussed.

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“…For Latina students, the authors found that an active engagement in the student role is predictive of career progress. Other research has indicated that, based on level of assimilation or acculturation to the dominant culture, traditional Latina/o values may have more of an impact on career behavior (Gloria & Rodriguez, 2000;Lucero-Miller & Newman, 1999). Additionally, some of the most important concerns/barriers listed by college students include finances, study skills, and job competition, over and above ethnic discrimination, gender, or age (Luzzo & Jenkins-Smith, 1996).…”

mentioning

confidence: 99%

A Career Decision-Making Profile of Latina/o Incoming College Students

Risco

Duffy

2010

Journal of Career Development

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The current study explored the work values, career decidedness, and career choice comfort of 236 Latina/o incoming college students. Of a possible 13 work values, students placed more importance on work enjoyment, genuine interest in the field, and job security and less importance on family expectations, having free time, and working without close supervision. Latina students placed more importance on genuine interest in the field and using their career to make a difference, whereas Latino students placed more importance on high anticipated earnings and working without close supervision. Additionally, regression analyses revealed that 17% of the variance in the prediction of career decidedness was determined by self-clarity, indecisiveness, and career choice importance; these same variables were found to predict 41% of the variance in career choice comfort. Among these variables, Latina students were found to be more indecisive and to have lower career choice importance. Research and practice implications are suggested.

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Predicting Acculturation Using Career, Family, and Demographic Variables in a Sample of Mexican American Students

Cited by 13 publications

References 34 publications

Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

Mexican American middle school students' goal intentions in mathematics and science: A test of social cognitive career theory.

Acculturation, Enculturation, Ethnic Identity, and Conscientiousness as Predictors of Latino Boys’ and Girls’ Career Decision Self-Efficacy

A Career Decision-Making Profile of Latina/o Incoming College Students

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