Contextual Influences on Parental Involvement in College Going: Variations by Socioeconomic Class

Rowan-Kenyon, Heather T.; Bell, Angela; Perna, Laura W.

doi:10.1080/00221546.2008.11772117

Cited by 73 publications

(52 citation statements)

References 14 publications

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“…In this study, a family background (parental education, occupational status, and income) was significantly associated with students' initial goal and their academic commitments. Parental expectations regarding their children's university education attainment has an impact on children's aspiration formation (Mistry et al, 2009;Rowan-Kenyon et al, 2008). This resonates with Bui (2002) research that demonstrate that first-generation students often take pride in bringing honour and respect to their families, especially for being first in the family to be awarded a degree.…”

Section: Discussionsupporting

confidence: 55%

Mapping their Road to University: First-Generation Students’ Choice and Decision of University

Kutty¹

2014

IES

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This paper describes a qualitative case study that investigated the aspirations and decision-making process of first-generation students concerning university education. The participants comprised of 16 first-generation students at a research university. Data were obtained through interviews and analyzed using thematic analysis method. The analyses centered on extracting meaning from factors behind students' university decisions. The student accounts highlight five factors in the process of negotiating their decision to enter the university: personal motivation i.e. individual perceptions of their intellectual ability to meet their expectation of entering university; family-based motivation particularly the parents' socio-economic status and involvement in students education; the role played by siblings and extended family; characteristics and context of the school attended; social networks as a medium where the information of university was transferred. The paper suggests that students' decisions on university education are contextualized as part of a web of complex interactions. Decisions about university education involved interaction between an individual's agency and strong influences of third parties which provide suggestions for the school and higher education institutions to consider the best medium by which they can help to increase students' awareness of university education.

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Section: Discussionsupporting

confidence: 55%

Mapping their Road to University: First-Generation Students’ Choice and Decision of University

Kutty¹

2014

IES

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“…Research has shown that parental support is an important factor in academic achievement and educational outcomes (Cabrera & La Nasa, 200, Hossler, Schmit, & Vesper, 1999, Perna, 2000Perna & Titus, 2005;Phinney, Dennis, & Osorio, 2006;Rowan-Kenyon, Bell, & Perna, 2008). In general, Asian immigrant parents tend to exert more influence on the postsecondary enrollment decisions of their children than the parents of other ethnic groups (Hispanic, Black, and White) as well as children's career decisions (Kao, 2004).…”

Section: Discussion and Implicationmentioning

confidence: 99%

When Social Class Meets Ethnicity: College-Going Experiences of Chinese and Korean Immigrant Students

Kim¹

2014

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Successful educational outcomes among Asian American college students often obscure the challenges and nuanced educational experiences of Asian immigrant ethnic groups. Therefore, the aim of this study was to better understand the college‑going experiences of Chinese and Korean immigrant students by examining the relationship between these students’ college decisions and their parents’ expectations and involvement. Results indicate that parental expectations and involvement are deeply related to college enrollment decisions and extend influence well into the academic careers of these students after entry into college. The study reveals both differences and commonalities in parental involvement across ethnicity and social class.

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Section: Factores Económicos En La Transición Y Persistencia Universiunclassified

“…Los resultados contribuyen a apuntar datos sobre la importancia de considerar diferentes estrategias para garantizar la equidad en el sistema, desde el concepto de equidad participativa formulado como la distribución equitativa no sólo de las oportunidades de acceso, sino de trayectorias (persistencia) y resultados (graduación). Las trayectorias de transición, el riesgo de abandono y la persistencia tienen resultados diferentes entre determinados colectivos, específicamente: alumnado procedente de contextos socialmente desfavorecidos, minorías étnicas, primera generación (Bowen, Chingos y McPherson, 2009;Figuera y Torrado, 2013; Gairín, Figuera y Triadó, 2010;Rowan-Kenyon, Bell y Perna, 2008).Especialmente significativos son los trabajos de Cabrera y colaboradores (Cabrera, Burkum, LaNasa y Bibo, en prensa;John, Cabrera, Nora, y Asker, 2000),quienes concluyen que los determinantes de la persistencia y graduación varían en función de los niveles socioeconó-micos de los estudiantes, situando el bagaje académico previo como un factor diferenciador clave que se ve influido por el nivel so- Berlanga, Vanesa; Figuera Pilar & Pons-Fanals, Ernest (2013). Incidencia de la beca salario: impacto, perfil y rendimiento de los estudiantes.…”

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Incidencia de la beca salario: impacto, perfil y rendimiento de los estudiantes

Silvente

Figuera

Pons³

2013

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In Spain, within the framework of the Strategy 2015, the implementation of scholarships, grants and wages especially adapted to the new situation of the European Higher Education, intended to ensure access to university education to those most disadvantaged social groups economically. This research makes an ex post facto, descriptivecomparative aimed at assessing the impact of the grant salary, as an economic factor, on equity, access and academic performance in the first year of college. The study was conducted with a total of 10,394 new students in the 2010-11 cohort at the University of Barcelona, from the database from the institution itself. A total of 642 students agreed to grant salary, with differences depending on the branch of knowledge, gender, and the path to college. In relation to their peers, scholarship students come from families with occupations and / or study less, so scholarships model contributes to equity in access. In relation to performance analysis, scholarship students enrolled and present, on average, a larger number of subjects in order to meet the academic requirements for scholarship renewal, but the results are final academic in several branches knowledge, influenced negatively. One possible explanation is the largest academic pressure of this group in a phase usually complicated: the transition to college. ResumenEn España, dentro del marco de la Estrategia 2015, la implantación de las becas de estudio, y especialmente las becas salario adaptadas a la nueva situación del Espacio Europeo de Educación Superior, pretenden garantizar el acceso a los estudios universitarios a aquellos grupos sociales más desfavorecidos económicamente. La presente investigación realiza un estudio ex post facto, de carácter descriptivo-comparativo dirigido a valorar la incidencia de la beca salario, como factor económico, sobre la equidad, el acceso y sobre el rendimiento académico en el primer año de universidad. El estudio se ha realizado con un total de 10.394 estudiantes de nuevo acceso de la cohorte 2010-11 de la Universidad de Barcelona, a partir de la base de datos procedentes de la propia institución. Un total de 642 estudiantes accedieron con la beca salario, con diferencias en función de la rama de conocimiento, el sexo y la vía de acceso a la universidad. En relación a sus compañeros, los estudiantes con beca provienen de familias con niveles ocupaciones y/o de estudios inferiores, de manera que el modelo de becas contribuye a la equidad en el acceso. En relación al análisis del rendimiento, los estudiantes con beca se matriculan y se presentan, en promedio, a un mayor número de asignaturas con la finalidad de cubrir los requisitos académicos de renovación de becas, pero los resultados académicos finales se ven, en varias ramas de conocimiento, influidos negativamente. Una posible explicación es la mayor presión académica de este colectivo en una fase de por sí complicada: la transición a la universidad. KeywordsEquity; grants policy; grant salary; performance; branch of knowledge. Des...

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Contextual Influences on Parental Involvement in College Going: Variations by Socioeconomic Class

Cited by 73 publications

References 14 publications

Mapping their Road to University: First-Generation Students’ Choice and Decision of University

Mapping their Road to University: First-Generation Students’ Choice and Decision of University

When Social Class Meets Ethnicity: College-Going Experiences of Chinese and Korean Immigrant Students

Incidencia de la beca salario: impacto, perfil y rendimiento de los estudiantes

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