Hispanic Heritage, Intervening Variables and Its Correlation with Educational Attainment

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Hispanic heritage, intervening variables and its correlation with educational attainment
Educational attainment within the Hispanic community, can be related to different variables. Predominant studies have focused on the impact of social class and its correlation to educational attainment of individuals within the Hispanic community. Nonetheless, some of the theories that have been used to validate the focus of social impact, may also be applied to “racial and ethnic variations as well”. In answering “What factors are contributing to actual degree completion within the Rio Grande Valley region?”; two very important theories provided by Hugh Mehan (1992) will prove useful.
The first theory is the human capital theory and central to this theory is a “focus on the process through which individuals make choices” (Garcia & Bayer, 2005). Studies in the social sciences have typically related and individuals collegiate attendance to the cost and benefit relationship of associated variables. Nonetheless, the human capital theory “extends beyond this cost/benefit analysis” (Mehan, 1992). Theoretically, if an individual decides to go to school they do so based on individualistic reasons. However this is far from the case and external constraints or motivations must be accounted for.
In analyzing the discrepancies of degree completion and post-secondary enrollment of individuals within the Rio Grande Valley, we must also account for factors that can deter these individuals from

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