Ronald GallimoreEveryone's a teacher to someone (John Wooden)

Zarate. E., & Gallimore, R. (2005). Gender difference in factors leading to college enrollment: A longitudinal analysis of Latina and Latino students. Harvard Educational Review, 75, 4, 383-408.
Long Term Outcomes: Who Goes to College?
1. There were gender differences in plotting educational trajectories to college. Academic achievement, parental factors, and language acquisition were the most significant predictors of Latinos’ college enrollment, but not Latinas. Surprisingly, teacher-rated classroom performance, beginning in kindergarten, and college counseling contact in high school predicted enrollment plans for Latinas.

2. Girls who eventually went to college described their early relationships with school agents in affective terms but became strategic in shaping instrumental relationships in high school. Non-college girls’ relationship with schools agents did not count on instrumental benefits in high school and they continued to seek affective relationships from teachers in high school. This different approach to relationships with school agents indicates that social networks with school agents develop over time and students’ trust in school agents needs to be established early on.

Zarate & Gallimore (2005) PDF