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Changes in Educational Aspirations after High School: The Role of Postsecondary Attendance and Context. ASHE Annual Meeting Paper.

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Title: Changes in Educational Aspirations after High School: The Role of Postsecondary Attendance and Context. ASHE Annual Meeting Paper.
Language: English
Authors: McCormick, Alexander C., MPR Associates, Berkeley, CA.
Peer Reviewed: N
Page Count: 37
Publication Date: 1997
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Academic Ability, Academic Aspiration, Attitude Change, Bachelors Degrees, College Bound Students, College Students, Degrees (Academic), Demography, Full Time Students, Graduate Study, High Schools, Higher Education, Longitudinal Studies, Part Time Students, Selective Colleges, Sex Differences, Student Attitudes, Student Characteristics, Student Development, Student Experience, Two Year Colleges
Abstract: This study used longitudinal data from the High School and Beyond study to examine how individuals' educational expectations change after high school, especially as related to postsecondary education. Data were from a nationally representative sample of high school seniors in 1980 and follow-up four years later. The dependent variable was students' expectation of amount of schooling. Independent variables included demographic characteristics, occupational expectations, parental support, duration of college plans, high school preparation, academic ability, high school grades, type of postsecondary institution attended, institutional selectivity, first enrollment as a full- or part-time student, and whether postsecondary enrollment was immediate or delayed after high school. Analysis indicated that change in educational expectations reflects two underlying dynamics: resilience, which contributes to stability of expectations; and isomorphism, which motivates adaptation. Among the specific findings were: any form of engagement in postsecondary education maintained or increased bachelor's degree expectations (though this was significantly less for students who attended two-year institutions); early expectations retained an independent effect; delayed entry and part-time attendance exhibited independent, depressant effects on educational expectations; women were less likely to maintain high expectations; and students at highly selective institutions were most likely to aspire to completing a graduate or professional degree. (Contains 41 references.) (DB)
Entry Date: 1998
Accession Number: ED415808
Database: ERIC
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  Data: Changes in Educational Aspirations after High School: The Role of Postsecondary Attendance and Context. ASHE Annual Meeting Paper.
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  Data: <searchLink fieldCode="AR" term="%22McCormick%2C+Alexander+C%2E%22">McCormick, Alexander C.</searchLink><br /><searchLink fieldCode="AR" term="%22MPR+Associates%2C+Berkeley%2C+CA%2E%22">MPR Associates, Berkeley, CA.</searchLink>
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  Data: 37
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  Data: 1997
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Bachelors+Degrees%22">Bachelors Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Degrees+%28Academic%29%22">Degrees (Academic)</searchLink><br /><searchLink fieldCode="DE" term="%22Demography%22">Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Full+Time+Students%22">Full Time Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Part+Time+Students%22">Part Time Students</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Colleges%22">Selective Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Development%22">Student Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
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  Data: This study used longitudinal data from the High School and Beyond study to examine how individuals' educational expectations change after high school, especially as related to postsecondary education. Data were from a nationally representative sample of high school seniors in 1980 and follow-up four years later. The dependent variable was students' expectation of amount of schooling. Independent variables included demographic characteristics, occupational expectations, parental support, duration of college plans, high school preparation, academic ability, high school grades, type of postsecondary institution attended, institutional selectivity, first enrollment as a full- or part-time student, and whether postsecondary enrollment was immediate or delayed after high school. Analysis indicated that change in educational expectations reflects two underlying dynamics: resilience, which contributes to stability of expectations; and isomorphism, which motivates adaptation. Among the specific findings were: any form of engagement in postsecondary education maintained or increased bachelor's degree expectations (though this was significantly less for students who attended two-year institutions); early expectations retained an independent effect; delayed entry and part-time attendance exhibited independent, depressant effects on educational expectations; women were less likely to maintain high expectations; and students at highly selective institutions were most likely to aspire to completing a graduate or professional degree. (Contains 41 references.) (DB)
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  Data: 1998
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  Data: ED415808
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Academic Aspiration
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Bachelors Degrees
        Type: general
      – SubjectFull: College Bound Students
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Degrees (Academic)
        Type: general
      – SubjectFull: Demography
        Type: general
      – SubjectFull: Full Time Students
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Part Time Students
        Type: general
      – SubjectFull: Selective Colleges
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Two Year Colleges
        Type: general
    Titles:
      – TitleFull: Changes in Educational Aspirations after High School: The Role of Postsecondary Attendance and Context. ASHE Annual Meeting Paper.
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            NameFull: MPR Associates, Berkeley, CA.
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            NameFull: McCormick, Alexander C.
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              M: 11
              Type: published
              Y: 1997
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