Future Aspirations and Confidence: The Moderating Effect of High School Teacher Support for Latinx Students

Abstract

There is limited discussion in the field of education on the topic of Latinx students’ higher educational goals and expectations. Even less attention has been paid to understanding students’ beliefs in their ability to fulfill their educational goals. This research aims to understand why Latinx students, including those with high educational aspirations, have a lower likelihood of graduating high school and attending college compared to other ethnic groups. This quantitative study examined 504 Latinx high school students’ (M=15.9 years) educational aspirations, confidence that they could reach their goals and their perceptions of teacher support. Results indicated the amount of teacher support a student perceived changed how much their educational aspirations predicted their confidence to achieve those goals. Gender differences were found between the types of perceived teacher support Latinx students receive. This study suggests that research should closer examine how Latinx students perceive support and how such support contributes to their future higher educational aspirations and actual confidence that they can achieve their dreams.