Generational and sociodemographic differences in the impact of educational expectations on bachelor's degree completion: the Monitoring the Future Study.

IF 3 Q1 SOCIOLOGY Socius Pub Date : 2024-01-01 Epub Date: 2024-09-26 DOI:10.1177/23780231241275394
James H Buszkiewicz, Andrea K Henderson, Yanmei Xie, Megan E Patrick, Nancy L Fleischer
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Abstract

Previous work has documented the rise of educational expectations amongst US adolescents and the change in its ability to predict future educational attainment. However, studies have yet to examine these longitudinal changes across generational birth cohorts defined by ever-shifting social norms, cultural contexts, and social policies. Using Monitoring the Future study panel data, we conducted cohort-stratified modified Poisson regression models to estimate the probability of bachelor's degree completion by educational expectations overall and by gender, race and ethnicity, and parental educational attainment. We found that despite high educational expectations, non-Hispanic Black, Hispanic, and first-generation students had a low likelihood of bachelor's degree completion. These relationships persisted across generational cohorts. These findings suggest that social and economic resources remain salient factors that structure educational opportunities for students from minoritized racial and ethnic backgrounds and first-generation students.

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以往的研究记录了美国青少年教育期望值的上升及其预测未来教育成就能力的变化。然而,这些研究还没有研究过这些由不断变化的社会规范、文化背景和社会政策所决定的出生队列的纵向变化。利用 "监测未来 "研究的面板数据,我们建立了队列分层修正泊松回归模型,根据总体教育期望以及性别、种族、民族和父母教育程度来估计完成学士学位的概率。我们发现,尽管非西班牙裔黑人、西班牙裔和第一代学生对教育的期望很高,但他们完成学士学位的可能性却很低。这些关系在各代学生中持续存在。这些研究结果表明,社会和经济资源仍然是决定来自少数种族和民族背景的学生以及第一代学生受教育机会的突出因素。
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来源期刊
Socius
Socius Social Sciences-Social Sciences (all)
CiteScore
5.10
自引率
6.70%
发文量
84
审稿时长
8 weeks
期刊最新文献
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