Exploring the relationship among teacher support, Advanced Placement coursework, and Latina/o students’ college and vocational self-efficacy

Authors

Javier Cavazos Vela, The University of Texas Rio Grande ValleyFollow
A. Stephen Lenz, Texas A & M University - Corpus Christi
Eunice Lerma, The University of Texas Rio Grande Valley
Jeremiah Fisk, The University of Texas Rio Grande Valley
Rebekah Guardiola, The University of Texas Rio Grande Valley
Michelle Cavazos

Document Type

Article

Publication Date

2020

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.

Comments

© 2018 Taylor & Francis Group, LLC

https://www.tandfonline.com/share/BRIKR6RXHN5VWFPJXWDJ?target=10.1080/15348431.2018.1531760

Recommended Citation

Vela, J. C., Lenz, A. S., Lerma, E., Fisk, J., Guardiola, R., & Cavazos, M. (2018). Exploring the relationship among teacher support, Advanced Placement coursework, and Latina/o students’ college and vocational self-efficacy. Journal of Latinos and Education, 19(4), 355–367. https://doi.org/10.1080/15348431.2018.1531760

Publication Title

Journal of Latinos and Education

DOI

10.1080/15348431.2018.1531760