Family and High School Experience Influences on the Postsecondary Educational Plans of Ninth-Grade Students

Abstract

The objectives of this study were to review the current literature on status attainment and student college choice and to develop and test a structural model of predisposition to attend college. Family and student background characteristics, parents' educational expectations for students, level of student involvement in school, and student achievement were cited as influences on students' predisposition toward postsecondary education and were the chief components of the model. Data from 2,497 ninth-grade students and their parents were used to test the model using LISREL. Parents' expectations exerted the strongest influence throughout the model. Parents' education, student gender, high school GPA, and high school experiences also contributed significantly in explaining students' aspirations.DON HOSSLER is an associate professor in the School of Education, Rm. 226, Indiana University, Bloomington, IN 47405. He specializes in research on higher education, college students, and finance. FRANCES K. STAGE is an associate professor in the School of Education, Rm. 236, Indiana University. She specializes in research on college students and research methods.

Parental Expectations and Children's Academic Performance in Sociocultural Context

“…For example, in a study of South African parents' expectations about the long-term attainment of their 11th grade children, parental expectations were related to literacy/numeracy scores in eighth grade for "Whites" but not for "Blacks," after controlling for parents' education (Beutel and Anderson 2008). Similar findings emerged in the USA, where Hossler and Stage (1992) found that minority parents had higher educational expectations than European American parents even though the GPAs of their ninth graders were lower than those of European Americans.…”

“…Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992; …”

Understanding graduate school aspirations: the effect of good teaching practices

“…For example, socioeconomic status (SES) has a significant impact on college choice. Several studies have found that students from high SES background are more likely to attend college than students from low SES backgrounds (Hossler, Schmit, & Vesper, 1999;Hossler & Stage, 1992;McDonough, 1997;Paulsen, 1990;Stage & Hossler, 1989;Tuttle, 1981). In addition, family and peers play a large role college choice.…”

“…Parental education matters as well. Students with parents who have more formal education are more likely to have college aspirations and attend college (Bouse & Hossler, 1991;Conklin & Dailey, 1981;Davies & Kandel, 1981;Hossler & Stage, 1992;Stage & Hossler, 1989;Tuttle, 1981). Likewise, students who have peers attending college are more likely to attend college (Carpenter & Fleishman, 1987;Davies & Kandel, 1981;Tillery, 1973).…”

Who Goes for Higher Education: Understanding the Differential Decision Among Indian Students

“…Numerous studies conclude that the influence of family greatly affects the future educational aspiration of students (McDonough, 1997;Jun & Colyar, 2001;Plank & Jordan, 2001;Gandara, 2002). Parents influence the decision of participation in higher education through the various roles they play: promoters and encouragers of particular behaviours, providers of resources, and role models (Conklin & Dailey, 1981;Hossler & Stage, 1992;Engle, 2007;McCarron & Inkelas, 2006;Lohfink & Paulsen 2005;Pike & Kuh 2005;Choy2001;Terenzini et al, 1996;London, 1996;Riehl, 1994;Pratt & Skaggs, 1989;Bilson & Terry 1982;Volle & Federico, 1997). However, offering parental support means engaging in decision making, asking pertinent questions, providing financial resources, and giving tangible support, which may include: arranging for college visitations, saving money for tuition, guiding the completion of applications and other forms, gathering information from college programs, and attending financial aid workshops (National Postsecondary Education Cooperative, 2007).…”