ERIC Number: EJ1051408
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Latina Daughters' Childbearing Attitudes: The Role of Maternal Expectations and Education Communication
Mireles-Rios, Rebeca; Romo, Laura F.
Developmental Psychology, v50 n5 p1553-1563 May 2014
Adolescent girls' and their mothers' expectations for their daughters' college attainment, mother-daughter communication about education, and daughters' early childbearing attitudes were examined in 146 U.S.-raised Latina girls (mean age = 14.4 years) and their mostly immigrant mothers. Through structural equation modeling, we tested in the present study a 3-path mediating model to identify mechanisms underlying the association between maternal expectations and daughters' childbearing attitudes. There was evidence to suggest that self-reported mother-daughter communication about education and the daughters' achievement orientation, as measured by their expectations to attend college and self-reported grades, were 2 mediating factors by which maternal college expectations for daughters were linked to their childbearing attitudes. Specifically, higher maternal expectations were associated with increased reported education communication, which in turn was associated with higher achievement orientation. In turn, higher achievement orientation was associated with the girls' desire to have a first child at older ages and more rejecting attitudes toward the prospect of an adolescent pregnancy. The findings underscore the crucial role that Latina mothers can play in both supporting their daughters' goals to pursue higher education and motivating daughters to avoid early childbearing.
Descriptors: Hispanic Americans, Females, Mothers, Daughters, Expectation, Educational Attainment, Postsecondary Education, Interpersonal Communication, Attitudes, Pregnancy, Immigrants, Structural Equation Models, Academic Aspiration, Surveys, Sexuality, Dating (Social), Video Technology, Coding
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Authoring Institution: N/A