Exploring the relationship among teacher support, Advanced Placement coursework, and Latina/o students' college and vocational self-efficacy. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Vela, Javier Cavazos; Lenz, A. Stephen; Lerma, Eunice; Fisk, Jeremiah; Guardiola, Rebekah; Cavazos, Michelle
• Is Part Of: Journal of Latinos and education. Volume 19:Issue 4(2020)
• Page Start: 355
• Page End: 367
• Publication Date: 2020-10-01
• Subjects: Latina/o college students -- college self-efficacy -- vocational self-efficacy; Hispanic Americans -- Education -- Periodicals; Hispanic Americans -- Ethnic identity -- Periodicals; Latin Americans -- Education -- Periodicals; Latin Americans -- Ethnic identity -- Periodicals; 371.82968073
• DOI: 10.1080/15348431.2018.1531760
• Languages: English
• ISSNs: 1534-8431

Abstract

ABSTRACT: In this study, researchers examined the relationship among perceptions of support from high school teachers, enrollment in Advanced Placement (AP) coursework, and Latina/o college students' vocational and college self-efficacy. Perceptions of investment and expectations from high school teachers positively predicted students' college self-efficacy. A positive predictive relationship was also detected between students' perceptions of accessibility to high school teachers and vocational self-efficacy. Significant differences regarding perceptions of support from teachers between AP and non-AP students were also found. Implications for practitioners and researchers are offered.