The adaptation of educational expectations in response to ability tracking: Variations by migration background

Geven, Sara; Förster, Andrea

doi:10.1111/1468-4446.12886

Cited by 18 publications

(14 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The majority of students from NMS show stable patterns because aspirations have been pre-adjusted during NMS and therefore there is no further "need" for adjustments. This could be due to the fact that they are in a strongly tracked educational and VET system in which they receive ongoing feedback on their performance and opportunities (Buchmann & Park, 2009;Geven & Forster, 2021). At the same time, this also means that young people at the lower school track are locked in, which may limit their social mobility in the future.…”

Section: Discussionmentioning

confidence: 99%

“…One strand of research addresses the strong social imprinting of aspirations and its association with a relatively high stability of aspirations (Paulus & Blossfeld, 2007). This stability may be reinforced in a tracked educational system, owing to young people adapting their aspirations to the track they are in (Buchmann & Park, 2009;Geven & Forster, 2021). The composition of peers in a track in terms of social background, attitudes, and academic outlooks can shape aspirations (Nygård, 2017).…”

Section: Development Of Aspirations In the Transitionmentioning

confidence: 99%

“…Important differences also exist according to students' migration backgrounds (Geven & Forster, 2021). In general, despite lower educational achievement, adolescents with a migration background have higher idealistic and realistic educational aspirations (Engzell, 2019;Hadjar & Scharf, 2019).…”

Section: Social Differencesmentioning

confidence: 99%

See 2 more Smart Citations

Educational and Occupational Aspirations: A Longitudinal Study of Vienna Youth

Valls

Astleithner

Schels

et al. 2022

View full text Add to dashboard Cite

During their transition from lower to upper secondary education, young peoplemake educational and occupational choices driven by their aspirations. Such aspirations are shaped by the individuals’ social environment, their idea of what seems achievable and desirable, and their experiences. Therefore, aspirations can change during the transitional phase. In this article, we explore the development of educational and occupational aspirations of young people over three years. At the start of the study period, the students were attending the lower track in lower secondary education, the so‐called Neue Mittelschule (8th grade), in the city of Vienna in the 2017–2018 academic year. Drawing on the panel survey data (2018–2020) of the Pathways to the Future project, we simultaneously explore stability and change of educational and occupational aspirations. We describe different patterns of change in aspirations and analyse the influence of sociodemographic characteristics and prior achievement on these patterns. Using latent transition analysis, we identify 11 patterns of aspirations with important differences depending on social background. Most of the students have stable aspirations. However, the results show that school performance, migration background, and the level of parental education play important roles in explaining different levels and patterns of aspirations over time. These longitudinal analyses of educational and occupational aspirations provide important insights into the transition process.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Development Of Aspirations In the Transitionmentioning

confidence: 99%

See 1 more Smart Citation

Educational and Occupational Aspirations: A Longitudinal Study of Vienna Youth

Valls

Astleithner

Schels

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Andrew andHauser (2011) andCarolan (2017) find for the US only a modest adaptation of students' expectations in response to prior school grades concluding that any meaningful adjustment in the expectations would require large changes in school grades. For Germany, Bittmann and Schindler (2021) and Geven and Forster (2021) show that students adjust their expectations downwards after attending a lower school track. For Spain, as Valdés (2021) shows that being sorted into a low-ability group in school reduces students' expectations.…”

Section: The Responsiveness Of Educational Expectationsmentioning

confidence: 99%

A Genetically Informed Perspective on the Formation of Educational Expectations

Ruks¹

2022

Preprint

View full text Add to dashboard Cite

In this article I test whether students’ educational expectations respond to signalsof academic potential and whether this responsiveness varies by socio-economicstatus (SES). I address these questions by combining sociological and behavioralgenetics perspectives which comes with two advantages. First, it provides a moredetailed theoretical picture of the mechanisms of the formation of educational expectations by disentangling whether expectations respond to prior academic performance as an observed signal of academic potential or other unobserved genetically influenced signals of academic potential. Second, it provides a more accurate estimate of the responsiveness to academic performance by controlling for unobserved genetic and shared environmental confounders. Using panel data from the German TwinLife survey I find that the responsiveness to prior performance is entirely explained by genetic und shared environmental confounding. Instead, students update their expectations based on unobserved genetically influenced signals of academic potential. Students with a high SES are less responsive to these signals.

show abstract

“…If surrounded by low-achieving students, the standard for making ambitious decisions plummets, and students hold ambitious expectations even at low levels of absolute performance. Instead, if high achievers are common, that standard rises, and only they would hold ambitious expectations (Bygren and Rosenqvist, 2020; Geven and Forster, 2021; Parker et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding the stickiness in high-SES students’ educational expectations: The role of private schools

Valdés

2022

Rationality and Society

View full text Add to dashboard Cite

Different studies have observed that performance is a worse predictor of educational expectations among high-SES students. This result has been referred to as stickiness in high-SES students’ expectations and explained as the outcome of the capacity and motivation of high-SES families to manage low performance so that it does not affect educational ambition and endanger social maintenance. However, little is known about how that stickiness is achieved. I use Spanish data from PISA 2018 to assess the role played by private schools in the stickiness of the expectation of enrolment in the academic track of upper secondary education. First, I report high stickiness in high-SES Spanish students’ expectations. Then, I find that low performance is less detrimental to educational ambition in private schools, particularly for high-SES students. Finally, I simulate a counterfactual scenario where high-SES students enrol in private schools as often as low-SES students and observe that one-fifth of the stickiness in the expectation of academic-USE disappears.

show abstract

The adaptation of educational expectations in response to ability tracking: Variations by migration background

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 18 publications

References 50 publications

Educational and Occupational Aspirations: A Longitudinal Study of Vienna Youth

Educational and Occupational Aspirations: A Longitudinal Study of Vienna Youth

A Genetically Informed Perspective on the Formation of Educational Expectations

Understanding the stickiness in high-SES students’ educational expectations: The role of private schools

Contact Info

Product

Resources

About