Table 2.

Means, standard deviations, and correlations among study variables (n = 200).

	1.	2.	3.	4.	5.	6.	7.	8.	9.	10.	11.	12.
1.W1 nativitya	–
2. W3 economic hardshipb	−.19**	–
3. W3 age	.07	−.07	–
4. W3 school enrollmentc	.02	−.01	.03	–
5. W3 Spanish competency pressures	.34***	−.01	−.03	.10	–
6. W3 English competency pressures	−.27***	.44***	−.03	−.09	−.13*	–
7. W3 pressures to assimilate	−.16*	.26***	−.01	−.18**	.03	.53***	–
8. W3 pressures against assimilation	.04	.22***	−.10	−.01	.29***	.30***	.59***	–
9. W4 aspiration-expectation gapd	−.09	.10	−.04	−.02	−.07	.37***	.27***	.03	–
10. W4 risky behaviors	.14*	.26***	−.05	−.10	.16*	.07	.10	.19**	.10	–
11.W5 riskybehaviors	.10	.23***	.01	−.02	.17**	.04	.19**	.21**	.20**	.58***	–
12. W5 educational attainment	.24***	−.16*	.29***	.10	.13*	−.24***	−.26***	−.21***	−.23***	−.08	−.14*	–
Mean	.65	−.02	18.92	.40	.77	.43	.75	.46	.70	1.25	1.25	11.29
SD	.48	2.36	1.00	.49	.99	.82	.80	.64	1.61	.30	.27	1.51

Note: Sample presented here reflects the omission of 4 outliers whose education expectations exceeded their aspirations.

W1 = Wave 1, W3 = Wave 3, W4 = Wave 4, W5 = Wave 5. Sample Items: Spanish competency pressures (e.g., “I have a hard time understanding others when they speak Spanish”); English competency pressures (e.g., “I have a hard time understanding others when they speak English”); pressure to assimilate (e.g., “People look down upon me if I practice Mexican/Latino customs”); pressure against assimilation (e.g., “People look down upon me if I practice American customs”).

^a0 = Mexico-born, 1 = U.S.-born.

^bEconomic hardship was coded so that higher values indicate more economic hardship.

^c0 = Dropped out, 1 = Currently attending school.

^dThe aspiration–expectation gap was computed by subtracting mothers’ educational expectations from their aspirations (Range = 0–11).

^*p < .05.

^**p < .01.

^***p < .001.