In this dissertation, the ecological perspective was utilized to examine Latino adolescents' academic outcomes. In the first study, growth mixture modeling was utilized to examine whether Latino adolescents' ( N = 287) trajectories of educational expectations varied as a function of adolescents' gender, generational status, and parents' level of education. Adolescents did not report changes in their educational expectations as they progressed through high school. Further, findings indicated that gender, generational status, and parents' level of education were important variables to consider with regard to 9^th grade students' educational expectations. In the second study, growth curve models were utilized to examine the trajectories of academic support from mothers, fathers, and teachers and the trajectories of Latino adolescents' (N = 323) academic motivation as well as how the association between theses two types of trajectories varied as function of adolescents' gender. Boys reported declines in mothers' and fathers' academic support throughout high school. Girls reported declines in mothers' academic support and increases in academic motivation from the 9^th thru 12^th grade. Changes in academic support were not related to changes in academic motivation; however, 9^th graders who reported higher levels of academic support from mothers, fathers, and teachers tended to report higher levels of 9^th grade academic motivation. In the third and final study, path models were utilized to examine the process by which characteristics of the sibling relationship would be associated with Latino adolescents' (N = 258) academic motivation. Gender differences emerged in the relations between sibling relationship quality, sibling academic support, and Latino adolescents' academic motivation. Overall, the findings from all three studies underscored the importance of considering gender differences when examining Latino adolescents' academic outcomes.