Date of Conferral
Latino/Hispanics are one of the largest ethnic minority groups in the United States, yet they are underrepresented in higher education. Grounded on the social cognitive theory and the Hoover-Dempsey and Sandler model, the purpose of this study was to examine the relationship between parental expectations, parental involvement, parental self-efficacy, and postsecondary planning of Latino/Hispanic students. The research questions were formulated to determine whether parental factors among Latino/Hispanic parents can predict postsecondary educational outcomes among Latino/Hispanic students. A quantitative correlational research study design was used. The target population was Latino/Hispanic parents residing in the United States with at least one child in their junior or senior year of high school. A purposive sampling procedure was used to select 96 participants for an online survey. Ordinal logistic regression was used to determine whether parental expectations, involvement, and self-efficacy were predictors of postsecondary education plans among Latino/Hispanic students. Increased odds of postsecondary education plans had a statistically significant association with increased parental expectations but not with parental involvement and self-efficacy. The study findings indicated that parental socialization factors predicted postsecondary educational outcomes among Latinos/Hispanics. Using the study findings, educators may be able to promote positive social change by developing curriculum activities that assist parents in influencing their children's postsecondary education outcomes.
Rosario, Nilda Ivette, "The Effect of Parental Socialization on the Postsecondary Plans of Latino/Hispanic Students" (2022). Walden Dissertations and Doctoral Studies. 14474.