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ERIC Number: ED557806
Record Type: Non-Journal
Publication Date: 2010
Pages: 126
Abstractor: As Provided
ISBN: 978-1-3037-7208-5
Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores
Knape, Erin Oakley
ProQuest LLC, Ph.D. Dissertation, University of Florida
National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have the lowest high school completion and postsecondary enrollment rates of any student population in the country. Latino students represent the largest and fastest growing demographic of culturally diverse school age children, and Latino males in particular face many institutional challenges and barriers that negatively impact their motivation and achievement. In their unique position of leadership and with a focus on the contexts impacting students' lives, school counselors represent key participants and advocates in the understanding and improvement of the educational experiences of Latino young men. The purpose of this study is to use Eccles et al. (1983) Expectancy Value Theory of motivation and tenth grade reading achievement scores to identify the factors that predict high school graduation for Latino males from various socioeconomic levels. Data from 1099 10th grade Latino male respondents from the nationally representative Education Longitudinal Study of 2002 were used, and structural regression analyses were performed using MPLUS computer software. Results indicate that high school graduation was significantly predicted by students' perceptions that parents expect success in school and by students' English teachers' educational expectations for academic attainment. Additionally, student reading achievement scores significantly predicted student academic expectations for lower, but not higher, socioeconomic Latino males. Implications for school counselors' work with Latino males are discussed, and directions for continued research are proposed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A