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The Social Adaptation of Children of Mexican Immigrants: Educational Aspirations Beyond Junior High School

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  • Aonghas St–Hilaire

Abstract

Objective. This article draws on the concept of segmented assimilation to analyze the values toward, aspirations for, and realistic expectations of pursuing formal education among Mexican–origin students in southern California. Methods. Survey data inform the analyses, which include regression of educational aspirations and expectations on a series of potentially significant independent variables. Results. The evidence of segmented assimilation is mixed. Informants are nearly unanimous in professing positive values toward formal education. However, length of residency in the United States is negatively and fluent bilingualism in Spanish and English is positively associated with educational aspirations and expectations. Conclusions. At the cusp of entering high school, Mexican–origin students profess positive educational values, aspirations, and expectations, belying documented elevated rates of high school dropout and low rates of college attendance.

Suggested Citation

  • Aonghas St–Hilaire, 2002. "The Social Adaptation of Children of Mexican Immigrants: Educational Aspirations Beyond Junior High School," Social Science Quarterly, Southwestern Social Science Association, vol. 83(4), pages 1026-1043, December.
    • Handle: RePEc:bla:socsci:v:83:y:2002:i:4:p:1026-1043
    DOI: 10.1111/1540-6237.00131
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    Cited by:

    1. Alejandro Portes, 2011. "Tensions that Make a Difference: Institutions, Interests, and the Immigrant Drive," Working Papers 1386, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Migration and Development..
    2. repec:dau:papers:123456789/12016 is not listed on IDEAS
    3. Luis Fernando Gamboa & Paul Andrés Rodríguez-Lesmes, 2018. "Subjective Earnings and Academic Expectations of Tertiary Education in Colombia," Revista ESPE - Ensayos sobre Política Económica, Banco de la Republica de Colombia, vol. 36(86), pages 159-177, June.
    4. Georgina Rojas-García, 2013. "Transitioning from School to Work as a Mexican 1.5er," The ANNALS of the American Academy of Political and Social Science, , vol. 648(1), pages 87-101, July.
    5. repec:pri:cmgdev:wps-01-12-tensions-that-make-a-difference is not listed on IDEAS
    6. Ulviye Isik & Omaima El Tahir & Martijn Meeter & Martijn W. Heymans & Elise P. Jansma & Gerda Croiset & Rashmi A. Kusurkar, 2018. "Factors Influencing Academic Motivation of Ethnic Minority Students: A Review," SAGE Open, , vol. 8(2), pages 21582440187, June.
    7. Raphael Nawrotzki & Lori Hunter & Thomas W. Dickinson, 2012. "Natural resources and rural livelihoods," Demographic Research, Max Planck Institute for Demographic Research, Rostock, Germany, vol. 26(24), pages 661-700.
    8. Patricia Fernández-Kelly, 2008. "The Back Pocket Map: Social Class and Cultural Capital as Transferable Assets in the Advancement of Second-Generation Immigrants," The ANNALS of the American Academy of Political and Social Science, , vol. 620(1), pages 116-137, November.

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