Ethnicities of English Learners: Implications for Postsecondary Readiness as Measured by AP/IB or Dual Credit Courses, or Career and Technology Courses Using HSLS:09 and Social Cognitive Career Theory




Warner, Greta

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Since school age ELs are the fastest growing population, it is even more critical that ELs not only graduate high school, but graduate college and career ready. Many EL graduates are not completing their high school education as postsecondary ready. Although the Latino population was the largest group of ELs, representing 77.1 percent of all EL students (NCES, 2015), the non-Latino EL students had a higher rate of postsecondary readiness. Asians and whites were more likely to be in highly concentrated academic courses than other racial and ethnic groups (Schneider & Saw, 2016). The significance of the study of postsecondary readiness for ELs by ethnicity was because the literature supported the problem that not only being a language minority student, but also the ethnicity of the student, could have implications for postsecondary readiness.

The purpose of this quantitative study was to determine how much of the variation in postsecondary readiness was explained by the factors of ethnicity, math self-efficacy, science self-efficacy, outcome expectations, and goals, using the High School Longitudinal Study of 2009 (HSLS:09) and Social Cognitive Career Theory. The results showed that White ELs and Asian ELs had greater variance in postsecondary readiness than Hispanic ELs; however, all ELs who had goals of attaining a bachelor's degree or higher had statistical significance, too.


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English Learners, High School Longitudinal Study of 2009, Multiple Linear Regression, Postsecondary Readiness, Social Cognitive Career Theory



Educational Leadership and Policy Studies