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ABSTRACT
In this study, researchers examined the relationship among perceptions of support from high school teachers, enrollment in Advanced Placement (AP) coursework, and Latina/o college students’ vocational and college self-efficacy. Perceptions of investment and expectations from high school teachers positively predicted students’ college self-efficacy. A positive predictive relationship was also detected between students’ perceptions of accessibility to high school teachers and vocational self-efficacy. Significant differences regarding perceptions of support from teachers between AP and non-AP students were also found. Implications for practitioners and researchers are offered.