This study examined the processes involved in high school mathematics course selection among Latino students. Of particular interest in this study were an investigation of how parental involvement affects these processes. The findings in this research generally provide evidence to support the notion that social capital is associated with more informed educational decisions. Introduction of ethnicity and socioeconomic variables complicate the findings by showing that aspects of parental involvement may be effective for White students but not for Latinos. Although social capital is effective for upper socioeconomic Latinos at increasing the likelihood of algebra and advanced mathematics enrollment, it tends to be less effective for lower socioeconomic Latinos. Future research should point toward a continued examination of the nature of our stratified society and how social capital varies across social class groups. Future initiatives should be directed at schools to develop programs, interventions, and partnerships with Latino families to help parents recognize and take advantage of their own resources to guide their children toward higher education.
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