I investigated how two U.S.-born Salvadoran eleventh grade boys formulated college-going mindsets at the nexus of family-based cultural influences, adolescent development, masculinity, and academic self-appraisals. With asset-based theories, findings show how immigrant families encouraged college going by shielding their sons from noneducational responsibilities and conveyed educational messages with words and deeds. Participants formulated mindsets by interpreting family- and school-based messaging and weighing college going against gender-based responsibilities. Implications for educational anthropologists and practitioners are provided.

中文翻译：

---

前景家庭：萨尔瓦多美国男孩如何在家庭、学校和自我的关系中形成上大学的心态

我调查了两个美国出生的萨尔瓦多 11 年级男孩如何在基于家庭的文化影响、青少年发展、男子气概和学术自我评价的联系中形成大学的心态。通过基于资产的理论，研究结果显示了移民家庭如何通过保护他们的儿子免受非教育责任并通过言行传达教育信息来鼓励上大学。参与者通过解释基于家庭和学校的信息并权衡大学与基于性别的责任来制定心态。提供了对教育人类学家和从业者的启示。