This study examines second-generation Latinos born in the U.S. after 1965 and their prospects of achieving traditional assimilation in the United States. Some social scientists argue that “classic” straight-line assimilation is a less likely path for Latino-Americans and that segmented or downward assimilation theory will characterize the trajectories of Latino-American youth in the 21st century. Other scholars argue that the path of “classic” straight-assimilation is still an empirically sound theory and that evidence suggests assimilation is taking place over time. Data collected on economic, social, cultural, and civic participation patterns among Hispanics identify key strides that are being accomplished among Latinos and their offspring. I revisit segmented assimilation theory to determine whether dissonant acculturalization is the most influential obstacle for Latino-Americans as they move from adolescence to young adults. I argue that second-generation Latinos are a young group and the studies that project a stagnant or downward path of assimilation are premature. They also create a stigma that negatively labels Latinos, who are a large part of America’s future. My analysis suggests that mobility is occurring for many second-generation Latinos and that this upward mobility will become more apparent over time, just as it did with the European immigrants that arrived in the early 20th century.

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Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 197-199).

Thesis (Ph. D)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 197-214).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 68-79).

Treatise (Ed. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 89-99)

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 310-333).

<p> This embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students&rsquo; Education, (b) Counselors&rsquo; Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants&rsquo; delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.</p>