Sponsoring the Next Generation: Parental Willingness to Pay for Higher Education

Steelman, Lala Carr; Powell, Brian

doi:10.1086/229695

Cited by 166 publications

(109 citation statements)

References 32 publications

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“…The primary determinant of parental support are the level of parental resources. Emerging adults with wealthier parents and those with fewer siblings receive more financial support for education (Steelman and Powell 1991). Divorced parents provide less financial support than parents with intact marriages (Cooney and Uhlenberg 1992).…”

Section: Protective and Risk Factors That Impact Emerging Adulthoodmentioning

confidence: 99%

Emerging Adulthood as a Critical Stage in the Life Course

Wood

Crapnell

Lau

et al. 2017

Handbook of Life Course Health Development

366

276

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Emerging adulthood, viewed through the lens of life course health development, has the potential to be a very positive developmental stage with postindustrial societies giving adolescents and emerging adults a greater opportunity for choice and exploration but also greater challenges with greater educational and social role requirements. The loss of supports and structures offered by schools, families, and child- and family-oriented health and social services means that the emerging adult must rely more on his/her own resources in a less structured environment. This increased agency in the context of less structure is occurring as the human brain is still developing higher-level capacities such as executive functioning. The person-context interactions during EA are many and complex, leading to multiple different pathways through emerging adulthood. Those with sufficient economic and adult supports as well as personal resources and maturity will be more likely to choose well and embark on a positive trajectory during EA. Those lacking these resources, or those with physical and mental health or intellectual disabilities, may struggle during this period and experience a negative trajectory in the spheres of education, vocation, relationships, and health status. The life course health science of EA requires more detailed and deeper analysis of the relationship between family, peers, and societal supports and personal internal resources in order to help promote successful developmental trajectories during EA.

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Section: Protective and Risk Factors That Impact Emerging Adulthoodmentioning

confidence: 99%

Emerging Adulthood as a Critical Stage in the Life Course

Wood

Crapnell

Lau

et al. 2017

Handbook of Life Course Health Development

366

276

View full text Add to dashboard Cite

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“…The literature on sociology of education has established how adolescent coursetaking is influenced by schools' decisions and resource allocations (e.g., Natriello, Pallas, and Alexander 1989;Hallinan 1991;Useem 1992). Other sociologists have described education, independent of the school's function as a social institution, in terms of status attainment, arguing that adolescents and young adults are influenced by their parents' education, occupations, and aspirations (Sewell and Hauser 1976;Steelman and Powell 1991). Complementing status attainment theory, standard economic models directly address parents' motivations for investing in their children for long- (Adelman 1999).…”

mentioning

confidence: 99%

The Social Dynamics of Mathematics Coursetaking in High School

Frank

Muller

Schiller

et al. 2008

American Journal of Sociology

285

193

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This study examines how high school boys' and girls' academic effort, in the form of math coursetaking, is influenced by members of their social contexts. The authors argue that adolescents' social contexts are defined, in part, by clusters of students (termed "local positions") who take courses that differentiate them from others. Using course transcript data from the recent Adolescent Health and Academic Achievement Study, the authors employ a new network algorithm to identify local positions in 78 high schools in the National Longitudinal Study of Adolescent Health. Incorporating the local positions into multilevel models of math coursetaking, the authors find that girls are highly responsive to the social norms in their local positions, which contributes to homogeneity within and heterogeneity between local positions.The adolescent is choosing how to invest time, and … the choices depend greatly on the social system surrounding them. (Coleman 1996, p. 346) This study examines how high school boys' and girls' academic effort, in the form of mathematics coursetaking, is influenced by their social contexts. The literature on sociology of education has established how adolescent coursetaking is influenced by schools' decisions and resource allocations (e.g., Natriello, Pallas, and Alexander 1989;Hallinan 1991;Useem 1992). Other sociologists have described education, independent of the school's function as a social institution, in terms of status attainment, arguing that adolescents and young adults are influenced by their parents' education, occupations, and aspirations (Sewell and Hauser 1976;Steelman and Powell 1991). Complementing status attainment theory, standard economic models directly address parents' motivations for investing in their children for long- (Adelman 1999). But, as implied by Coleman's quote in the epigraph above, while adolescents may be influenced by adults, including school faculty, administrators, and parents, they may also respond to their peers in making short-and longterm educational decisions (see also Sizer 1984;Crosnoe, Cavanagh, and Elder 2003; RiegleCrumb, Farkas, and Muller 2006). In this article we examine how an adolescent may be influenced in particular by the cluster of students with whom she takes courses-which we term the local position. NIH Public AccessWe focus specifically on effort in the domain of math coursetaking for four reasons. First, math has gained increasing attention in the popular press (e. Simpkins, Davis-Kean, and Eccles 2006) for its potential contributions to society. Second, math is an important gateway to other advanced courses and college entry and therefore to pursuing human capital (Sells 1973;Adelman 1999;Simpkins et al. 2006;Sadler and Tai 2007). Third, math has long been a key to the social organization of the school, as it is used to delineate academic tracks (Stevenson, Schiller, and Schneider 1994;Gamoran and Hannigan 2000;Lucas and Good 2001). Fourth, although math coursetaking has been the focus of considerable empirical study, ...

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“…As of yet, however, we do not know enough about such processes. That is, gender has not been a central focus in studies about parental investment among immigrant groups, while other studies on parental investment either do not address gender at all, or do so without reference race or ethnicity [3] [12] [17] [35]. Several studies that have examined how parental investment is affected by race and ethnicity, but many of these do not address potential gender differences [36].…”

Section: Gender Differences and Parental Investmentmentioning

confidence: 99%

How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

Salih¹,

Matthew²,

Linders³

2017

JSS

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The study addresses how Kurds who currently live in the United States think about and manage their children's education. Of particular interest is the ways in which the gender of their children influences how parents engage with their children's education. Based on interviews with Kurdish parents who live in Nashville, Tennessee, the study reveals that, in general, they feel more responsible for and take a much more proactive role in their children's education than is typical of Kurds living in Kurdistan. This is so because the parents are not only concerned with securing an education for their children but also making sure their children adopt a Kurdish identity. The study also found that gender plays an important role in parental investment, albeit not in a straightforward way. That is, even though parents support the education of both their sons and daughters, they are nonetheless guided by deep seated assumptions that, once they grow up, their sons and daughters will live very different lives. More specifically, the parents operated on a taken-for-granted assumption that their daughters would live more circumscribed lives than their sons and hence needed a somewhat different educational investment during childhood.

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Sponsoring the Next Generation: Parental Willingness to Pay for Higher Education

Cited by 166 publications

References 32 publications

Emerging Adulthood as a Critical Stage in the Life Course

Emerging Adulthood as a Critical Stage in the Life Course

The Social Dynamics of Mathematics Coursetaking in High School

How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

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