[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-81176-en":3,"doc-seo-81176-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},81176,687197100911,"Himbo","https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1782698725881665579",8,"Research & Report","Future Perfect? Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures","Teacher expectancy research highlights effects for members of racialized groups, yet it has largely examined students’ near-term abilities rather than how educators interpret longer-term trajectories. This study uses social mirroring and attribution theories to analyze how 14 elementary through high school teachers described and explained Latino immigrant students’ postsecondary futures. Findings show many teachers view students as non-college-bound, anticipate service-sector employment, and attribute futures more to family-related explanations than to structural factors. Implications stress building deeper understanding of structural inequalities shaping schooling and student pathways.","Journal of Latinos and Education  \nISSN: 1534-8431 (Print) 1532-771X (Online) Journal homepage: [http://www.tandfonline.com/loi/hjle20](http://www.tandfonline.com/loi/hjle20)  \nFuture Perfect?: Teachers’ Expectations and Explanations of their Latino Immigrant Students’Postsecondary Futures  \nDafney Blanca Dabach, Carola Suá rez-Orozco, SeraJ. Hernandez & Maneka Deanna Brooks  \nTo cite this article: Dafney Blanca Dabach, Carola Suárez-Orozco, Sera J. Hernandez & Maneka Deanna Brooks (2017): Future Perfect?: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures, Journal of Latinos and Education, DOI:  \n10. 1080/15348431 .2017.1281809  \nTo link to this article: [http://dx.doi.org/10.1080/15348431.2017.1281809](http://dx.doi.org/10.1080/15348431.2017.1281809)  \n Published online: 13 Mar 2017.  \n\n|  Submit your article to this journal  |\n| --- |\n|  Article views: 59 |\n|  View related articles  |\n|  View Crossmark data |\n\nFull Terms & Conditions of access and use can be found at [http://www.tandfonline.com/action/journalInformation?journalCode=hjle20](http://www.tandfonline.com/action/journalInformation?journalCode=hjle20)  \nDownload by: [Hacettepe University] Date: 14 April 2017, At: 05:18  \nFuture Perfect?: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures  \nDafney Blanca Dabach a, Carola Suárez-Orozcob, Sera J. Hernandezc, and Maneka Deanna Brooks d  \naUniversity of Washington; bUCLA; cSan Diego State University; dTexas State University  \nABSTRACT  \nTeacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students’near-term abilities; missing are understandings of how teachers perceive their students’ future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and highschool teachers of Latino immigrant students described and explained their students’ post-high school futures. Most teachers described their students as non-college-bound, with employment likely in the service sector. They attributed their students’ futures to family related explanations more often than to structural factors. The study’s implications emphasize the need to develop deeper understanding of structural inequalities that mediate students’ trajectories including schooling factors.  \nKEYWORDS  \nImmigrants; Latinos; postsecondary education; teacher expectation; teachers  \n[My students] won’t have the money to go [to college] . . . . They ask me sometimes, “So, do you really need money to go to college?” So I mean they don’t know [about college] obviously. When I tell them how expensive university is, they look [at me] like, “Man, I don’t think I’m going anymore.”  \n–[Ms. de](Ms. de) la Cruz, sixth-grade teacher of Latino immigrant students  \nIntroduction  \nTeachers are increasingly interacting with Latino students, the fastest growing child population in the United States (Child Trends, 2014) . Although some Latinos successfully navigate their way into the postsecondary American educational system, many face serious barriers that reduce the likelihood that they attend college at a time when postsecondary schooling is increasingly consequential (Gándara & Contreras, 2009) . Recent immigrant students are a sub-population that is especially underserved by the educational system (Ruiz-de-Velasco & Fix, 2000; Suárez-Orozco et al., 2010) . While multiple structural factors influence underserved students’ future pathways (Milner, 2013; Suárez-Orozco, Yoshikawa, & Tseng, 2015), research has also shown that teacher expectations can play both an undermining and a bolstering function in students’ lives (Weinstein, 2002, 2008) . In this article, we investigate teachers’ expectations regarding their Latino immigrant students’ postsecondary futures. As illustrated [by Ms. de](by Ms. de) la Cruz’s comments at the beginning of this article, teacher","cbCaidl3fnELyPyV","https://ap.wps.com/l/cbCaidl3fnELyPyV","pdf",1484308,2,1,16,"English","en",105,"# Abstract\n# Introduction\n# Conceptual Framing\n## Teacher Expectancies","[{\"question\":\"What do the study’s findings suggest about teachers’ expectations for Latino immigrant students’ postsecondary futures?\",\"answer\":\"Most teachers described their students as non-college-bound and expected employment likely in the service sector.\"},{\"question\":\"How did teachers explain their students’ future trajectories in the study?\",\"answer\":\"Teachers attributed students’ postsecondary futures more often to family-related explanations than to structural factors.\"},{\"question\":\"Which theories and perspectives inform the study’s analysis?\",\"answer\":\"The study draws on social mirroring and attribution theories, extending teacher-expectancy research beyond near-term student ability.\"}]",1784149537,40,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"future-perfect-teachers-expectations-and-explanations-of-their-latino-immigrant-students-postsecondary-futures","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":20},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/future-perfect-teachers-expectations-and-explanations-of-their-latino-immigrant-students-postsecondary-futures/81176/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-21","2026-07-15",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What do the study’s findings suggest about teachers’ expectations for Latino immigrant students’ postsecondary futures?","Question",{"text":75,"@type":76},"Most teachers described their students as non-college-bound and expected employment likely in the service sector.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How did teachers explain their students’ future trajectories in the study?",{"text":80,"@type":76},"Teachers attributed students’ postsecondary futures more often to family-related explanations than to structural factors.",{"name":82,"@type":73,"acceptedAnswer":83},"Which theories and perspectives inform the study’s analysis?",{"text":84,"@type":76},"The study draws on social mirroring and attribution theories, extending teacher-expectancy research beyond near-term student ability.","https://schema.org",{"og:url":51,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":51},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,119,122,127,130,134],{"id":21,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":20,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":52,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":29,"slug":118},7,"Healthcare","healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":120,"slug":121},30,"research-report",{"id":123,"doc_module":4,"doc_module_name":46,"category_name":124,"show_sort_weight":125,"slug":126},9,"Religion & Spirituality",20,"religion-spirituality",{"id":125,"doc_module":4,"doc_module_name":46,"category_name":128,"show_sort_weight":125,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":106,"slug":137},19,"General","general"]