The Family and Educational Aspirations

Teachman, Jay D.; Paasch, Kathleen

doi:10.2307/353539

Cited by 85 publications

(59 citation statements)

References 33 publications

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“…Families are important in providing support for student attainment through emotional as well as financial dimensions, from fostering students' interests in STEM-careers to paying for college (Blau & Duncan, 1967;Teachman & Paasch, 1998). Parents shape children's attitudes, motivations, values, and aspirations through a socialized family culture and are a locus of control in the education of their children (Fan & Chen, 2001;Yun, Cardella, Purzer, Hsu, & Chae, 2010).…”

Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students' out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not included in traditional high school science curriculum. Additionally, participation in engineering for women has been historically low. For this reason, we also examined reported differences in out-of-school experiences by gender. Our findings indicate that reported out-of-school experiences increased the odds of students choosing particular engineering disciplines. Experiences traditionally stereotyped as masculine and more often reported by men, such as tinkering, increased the odds of choosing engineering disciplines with higher representation of men. However, some experiences equally reported by men and women, such as mixing chemicals or engaging with chemistry in the kitchen or talking with friends or family about science, predicted higher odds of choosing engineering disciplines with higher representation of women (chemical, biomedical, environmental). These quantitative results are a first step in understanding how out-of-school experiences are connected to the nuanced decisions of disciplinary engineering career decisions and have implications for the way engineering faculty draw on prior experience in the classrooms and for researchers on how out-of-school activities may predict students' long-term career decisions.

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Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Much research in the field of educational stratification has indicated that families provide different forms of resources to facilitate children's education, and that conventional measures of family socioeconomic status, such as parents' education and family income, alone cannot account for all of the variations in home environment that lead to differences in children's educational outcomes (Sewell and Shah 1968;Sewell, Haller, and Ohlendorf 1970;Woefel and Haller 1971;Coleman 1988;Teachman 1987;Teachman and Paasch 1998). One element of family environment that matters for children's educational attainment is parents' educational expectations (Teachman 1987;Teachman and Paasch 1998;Trusty 1998;Buchmann and Dalton 2002;Cheng and Starks 2002;Eccles and Wigfield 2002;Wood, Kaplan, and McLoyd 2007).…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

“…One element of family environment that matters for children's educational attainment is parents' educational expectations (Teachman 1987;Teachman and Paasch 1998;Trusty 1998;Buchmann and Dalton 2002;Cheng and Starks 2002;Eccles and Wigfield 2002;Wood, Kaplan, and McLoyd 2007). High parental expectations and the duration of these expectations are strong predictors of children's school achievement and school persistence (Jacobs and Harvey 2005), and appear to have long-term influences on children's adult life outcomes (Jacobs, Chhin, and Bleeker 2006;Flouri and Hawkes 2008).…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

“…It is commonly held in the education literature that parents' and children's expectations are important factors in predicting children's educational achievement and attainment. A large number of studies in developed countries have established such a pattern (Teachman 1987;Teachman and Paasch 1998;Kao 2002;Marjoribanks 2002;Trusty, Plata, and Salazar 2003;Englund et al 2004;Davis-Kean 2005;Jacobs, Chhin, and Bleeeker 2006;Neuenschwander et al 2007), and a few studies show the same association in developing country settings (Zhang, Kao and Hannum 2007;Beutel and Anderson 2008;Hannum, Kong and Zhang 2009;Kong 2010). However, among the large number of studies of parents' and children's educational expectations, only a few explore the influence of parent-child agreement and disagreement in expectations on children's schooling (Furstenberg 1971;Smith 1981Smith , 1982Smith , 1991Hao and Bonstead-Bruns 1998;Kim and Schneider 2005;Beutel and Anderson 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

Zhang¹

2016

Research in the Sociology of Education

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It is commonly held in the education literature that parents' and children's educational expectations are important factors in predicting children's educational achievement and attainment. However, very little is known about the significance of parents' and children's early expectations in developing country settings. This study employs a case study of children in 100 rural villages in a poor province in Northwest China to explore the impact of parents' and children's early expectations on children's later school persistence and completion of compulsory and secondary education. I pay special attention to the agreement and disagreement in early educational expectations between parents and children. Results from analyses of longitudinal data from the Gansu Survey of Children and Families (GSCF) from 2000 to 2009 reveal two main results. First, parents' and children's early expectations are strong predictors of children's chances of staying in school, completing compulsory education and completing secondary education. Second, there are substantial discrepancies in expectations between parents and children in many families, but children whose high expectations aligned with their parents' fared best in later educational outcomes. This positive impact held even for children from the most impoverished families. Results also show that parents' expectations are tied to the local village cultural environment. Abstract It is commonly held in the education literature that parents' and children's educational expectations are important factors in predicting children's educational achievement and attainment. However, very little is known about the significance of parents' and children's early expectations in developing country settings. This study employs a case study of children in 100 rural villages in a poor province in Northwest China to explore the impact of parents' and children's early expectations on children's later school persistence and completion of compulsory and secondary education. I pay special attention to the agreement and disagreement in early educational expectations between parents and children. Results from analyses of longitudinal data from the Gansu Survey of Children and Families (GSCF) from 2000 to 2009 reveal two main results. First, parents' and children's early expectations are strong predictors of children's chances of staying in school, completing compulsory education and completing secondary education. Second, there are substantial discrepancies in expectations between parents and children in many families, but children whose high expectations aligned with their parents' fared best in later educational outcomes. This positive impact held even for children from the most impoverished families. Results also show that parents' expectations are tied to the local village cultural environment. However, among the large number of studies of parents' and children's educational expectations, only a few explore the influence of parent-child agreement and disagreement in expectations on children's sc...

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“…Children who live and are educated in vicinities with well-financed schools are more likely to have higher educational aspirations (Madarasova Geckova et al 2010;Teachman and Paasch 1998), and numerous studies have indicated that family SES influences the educational aspirations of the children (Bowden and Doughney 2009;Teachman 1987). For instance, Bowden and Doughney (2009) found that students from high-SES backgrounds have greater educational aspirations than their peers from low-SES backgrounds.…”

mentioning

confidence: 99%