Both theoretical and empirical research has recognized the importance of contextual factors for Mexican-origin youths' educational outcomes. The roles of parents, teachers, and peers have been predictive of Mexican-origin youths' academic achievement, educational expectations, and decision to enroll in postsecondary education. However, few studies have examined the interdependence among sociocultural context characteristics in predicting Mexican-origin youths' educational outcomes. In this dissertation, two studies address this limitation by using a person-centered analytical approach.
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- Partial requirement for: Ph.D., Arizona State University, 2017Note typethesis
- Includes bibliographical references (pages 104-129)Note typebibliography
- Field of study: Family and human development