Abstract
This article examines the aspiration-attainment gap and educational resilience among children of Mexican immigrants in the midst of the post-1965 U.S. demographic transformation. Two widespread theoretical explanations are used to understand the educational disparities faced by this subpopulation: the cultural argument, which emphasizes their family process and value orientation, and the structural model, which stresses the roles of the family’s socioeconomic status and structural assimilation in mainstream society. Overall, both theoretical orientations were partially supported. Protective determinants and risk factors that foster or impede educational attainment are enumerated. Relevant practice implications are also discussed.
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