Students’ Occupational Aspirations: Can Family Relationships Account for Differences Between Immigrant and Socioeconomic Groups?

Abstract

Immigrant background and disadvantaged socioeconomic background are two key predictors of poorer school achievement in Europe. However, the former is associated with higher while the latter is associated with lower aspirations. This study asks whether family relationships account for this difference. Data come from 5,926 students in Germany and Sweden, eliciting indicators of family background and relationships at age 14-15 years (2011) and occupational aspirations 1 year later. High aspirations were found among students of non-European background and students with higher parental occupational status. Structural equation models showed that while immigrant families had greater parental aspirations and encouragement, family cohesion, and parental monitoring, only parental aspirations mediated the effects of family background.

Leaving Boys Behind? The Gender Gap in Education among Children and Young People from Foreign Backgrounds 2010–2020: A Nordic Review

“…An interesting factor we have come across during our mapping of the education systems is students' aspirations after graduating from lower-secondary and uppersecondary school. High aspirations were found among students with non-European backgrounds and students with higher parental occupational status (Plenty and Jonsson 2021). Results show that while many immigrant families have greater parental aspirations and offer encouragement, family cohesion and parental monitoring, only parental aspirations as a factor mediated the effects of family background.…”

Peer acceptance and rejection during secondary school: Do associations with subsequent educational outcomes vary by socioeconomic background?

“…Further studies are needed to identify which resources from higher family SES boost students' resilience against the detrimental impact of rejection on achievement. Perhaps the buffering effect is due to higher cognitive ability, aspirations or parental involvement, which are often associated with higher SES students and parents (Korous et al., 2022; Plenty & Jonsson, 2021). Future research should also investigate why such resources might not buffer highly rejected students against school incompletion.…”

“…Studies show that higher peer acceptance is associated with greater positive affect and self-perceptions, school belonging, as well as behavioral engagement at school (Delgado et al, 2016;Lessard & Juvonen, 2022;Wentzel et al, 2021). Acceptance may also involve increased opportunities for social interactions, activities, and instrumental support that foster academic skills, while guiding achievement-related choices (Piaget, 1997;Vygotsky, 1978;Wentzel, 2017).…”

Immigrants and Passive Representation in the U.S. Public Service: 2000-2018

“…The cultural traditions of immigrant families and intergenerational engagement play a significant role in building educational expectations for offspring (Goldsmith & Kurpius, 2018; see Kao & Tienda, 1995; Keiser et al, 2002; Kim et al, 2020; Liu & White, 2017; Ma & Lutz, 2018; Santiago et al, 2014; Song & Glick, 2004). Parental aspirations are particularly important (Plenty & Jonsson, 2021) in offspring’s educational attainment.…”