Levels of Aspiration and Social Class

Reissman, Leonard

doi:10.2307/2087876

Cited by 36 publications

(12 citation statements)

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“…Not unlike analyses of personality characteristics such as the achievement motive, the arguments centered around the relationship between social status and achievement ambition. It was suggested that such class factors as high parental education and high status jobs serve to heighten the child's educational and occupational aspirations (Reissman, 1953;Rosen, 1959;Sewell, Haller, & Straus, 1957). An extension of this class-linked argument was that Blacks' perceptions of their own status-that is, lower opportunity for upward mobilityshould also result in a lowering of aspirations relative to their more advantaged White counterparts.…”

Section: Expectancy For Successmentioning

confidence: 99%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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Close to 140 studies comprising an African-American empirical literature on motivation were reviewed. The review was organized around five topics subsumed under three broader assumptions about the relationship between ethnic minority status and motivation. First, research on the achievement motive was reviewed to examine the belief that African Americans lack certain personality traits deemed necessary for achievement strivings. Second, the empirical literatures on locus of control and causal attributions were summarized to investigate the assumption that African Americans are less likely to believe in internal or personal control of outcomes, the belief system that theoretically should accompany high achievement-related behavior. And third, research on expectancy of success and self-concept of ability was reviewed to examine the hypothesis that African Americans have negative self-views about their competence. None of these assumptions was supported in the review. In fact, African Americans appear to maintain a belief in personal control, have high expectancies, and enjoy positive self-regard. Some of the conceptual and methodological limitations of this research were discussed. The article concludes with six suggested principles of a motivational psychology for African Americans that might serve as guides for future research.

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Section: Expectancy For Successmentioning

confidence: 99%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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“…This research strategy is also adopted by other scholars. For instance, in a study of levels of aspiration and social class, Reissman (1953) limited research subjects to white, male, native-born adults, because "variations in any of these factors could be confounding and would require separate study" (p.235).…”

Section: Chinese Contextmentioning

confidence: 99%

Explore Mother’s Educational Expectations and Aspirations: A Case from China

Liu

2015

RISE

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The research presented explores determinants of mother’s educational expectations and aspirations. In contrast to the effects of social economic status (SES) that have been examined in previous research, I have focused on a set of social psychological variables. With the help of data collected from the Gansu Survey of Children and Families, a survey of Chinese 9 to 12-year-old children in rural areas, I have analyzed mothers’ educational expectations and aspirations for their children using multinomial logistic regression. Evidence suggests important effects of personality (specifically confidence) and subjective economic status on mothers’ educational expectations. This lends support to the “pushed-from-behind” theory of attainment in which educational decisions are at least partly driven by opaque (beyond individual consciousness) social psychological mechanisms. The results call for further incorporation of social psychological variables into scholarship on educational decisions, and more generally, into the field of educational stratification. Moreover, the results also shed light on the theoretical and conceptual differentiation between educational expectations and aspirations.

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“…There is considerable evidence among sociologists that it is the "next to the highest" or "striving" social class which becomes involved in community-centered pro¬ grams rather than the highest social class (8)(9)(10). Another Rensselaer County also had a much higher rate of response for "didn't know they were available" and for reasons associated with the safety of the vaccine such as the Cutter incident.…”

mentioning

confidence: 99%