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Hispanic Journal of Behavioral Sciences
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Guidance of Latino High School Students in Mathematics and Career Identity Development

Edward M. Lopez

University of California, Los Angeles

Latino high school students are at risk for low achievement in mathematics, which in turn restricts their opportunity for college and careers that require mathematical backgrounds. This study examines two models of guidance—the assisted performance model, derived from sociocultural theory, and the individuation model—in relation to students’ math achievement and career identity development. One hundred fifteen Latino high school students completed a questionnaire assessing their experiences with assisted performance, individuation, mathematics, and career identity development. As predicted, higher assisted performance was related to higher math grades for those in the college-prep track, but contrary to predictions, assisted performance was related to lower math grades for students in the remedial track. Also as predicted, higher individuation was related to higher identity achievement. Overall, although students’ experiences of assisted performance were positively related to their experiences of individuation, assisted performance only predicted mathematics and individuation only predicted career identity. This study has implications for students, families, teachers, and programs designed to enhance educational and career opportunities for ethnic minority youth.

Hispanic Journal of Behavioral Sciences, Vol. 23, No. 2, 189-207 (2001)
DOI: 10.1177/0739986301232005
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