Disparities in the Likelihood of Earning a College Degree among Students with Noncommittal, Low, and High Educational Self-Expectations
Saved in:
| Title: | Disparities in the Likelihood of Earning a College Degree among Students with Noncommittal, Low, and High Educational Self-Expectations |
|---|---|
| Language: | English |
| Authors: | Cynthia J. Murphy (ORCID |
| Source: | Journal of Education for Students Placed at Risk. 2024 29(3):177-205. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Grade 10, Educational Attainment, Hispanic American Students, African American Students, White Students, High School Students, Longitudinal Studies, Self Efficacy, Prediction, Achievement, Educational Status Comparison, Student Educational Objectives, Parent Aspiration, Data Analysis, Student Characteristics, Student Attitudes, Teacher Expectations of Students, English Teachers, Mathematics Teachers, Predictor Variables, Student Surveys |
| DOI: | 10.1080/10824669.2022.2156869 |
| ISSN: | 1082-4669 1532-7671 |
| Abstract: | Although studies have investigated educational attainment of groups of students professing low and high educational self-expectations, groups of noncommittal students, rather than being studied as a discrete group, have been treated as missing and ignored. This study investigated the differences between students of noncommittal, low, and high educational self-expectations by comparing their educational attainment 10 years later. The analytical sample was divided into White, African American, and Hispanic student groups, with a total of 13,635 10th graders derived from the Educational Longitudinal Study of 2002. Results indicated that students with high educational self-expectations tended to have higher odds of earning advanced degrees than students with low educational self-expectations or noncommittal students. Furthermore, noncommittal students had odds of earning advanced degrees equivalent to that of students with low educational self-expectations, regardless of race or ethnicity. This study also found that the educational expectations of parents, and math and English teachers were positively related to students' odds of earning advanced degrees. We suggested parents and teachers could recognize that the don't-know response is a warning sign for low future educational attainment and take proactive measures to encourage students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430129 |
| Database: | ERIC |
| Abstract: | Although studies have investigated educational attainment of groups of students professing low and high educational self-expectations, groups of noncommittal students, rather than being studied as a discrete group, have been treated as missing and ignored. This study investigated the differences between students of noncommittal, low, and high educational self-expectations by comparing their educational attainment 10 years later. The analytical sample was divided into White, African American, and Hispanic student groups, with a total of 13,635 10th graders derived from the Educational Longitudinal Study of 2002. Results indicated that students with high educational self-expectations tended to have higher odds of earning advanced degrees than students with low educational self-expectations or noncommittal students. Furthermore, noncommittal students had odds of earning advanced degrees equivalent to that of students with low educational self-expectations, regardless of race or ethnicity. This study also found that the educational expectations of parents, and math and English teachers were positively related to students' odds of earning advanced degrees. We suggested parents and teachers could recognize that the don't-know response is a warning sign for low future educational attainment and take proactive measures to encourage students. |
|---|---|
| ISSN: | 1082-4669 1532-7671 |
| DOI: | 10.1080/10824669.2022.2156869 |
