Longitudinal roles of precollege contexts in low-income youths' postsecondary persistence.

Abstract

Low-income youths enroll at postsecondary institutions less frequently, drop out more often, are less likely to return after dropping out, and are less likely to attain a postsecondary degree than their more affluent peers. It is therefore important to understand how low-income youths develop the capacity to persist in the postsecondary setting. This article explores how contextual supports contribute to low-income (and predominantly racial/ethnic minority) youths' educational expectancies and postsecondary persistence. The authors examined these questions by applying structural equation modeling to a longitudinal panel of youths surveyed 3 times over a 5-year period, while controlling for academic achievement, age, and gender. The obtained structural model suggests meditating "chains" by which parents and peers foster educational expectancies and postsecondary persistence over time. This article suggests that precollegiate contexts and expectancies clearly matter in explaining how low-income youths progress through intermediate checkpoints-postsecondary persistence-on the path to degree completion.

The Psychology of Working Theory.

“…Given that parental involvement in education is associated with children's school success in a series of studies (as summarized in Eccles & Roeser, 2011), this line of inquiry suggests how class contributes to children's career development and (later) ability to secure decent work. Finally, given the long-standing associations between social class and parental expectations as well as between parental expectations and children's educational or occupational attainment (e.g., Diemer & Li, 2012;Williams Shanks & Destin, 2009), we "take it as a given" that economic resources also contribute to career development and decent work via the greater expectations that more affluent parents hold for their children's work life and do not extensively review that literature here. In summary, this review is intended to demonstrate the wellestablished linkages over time between economic constraints or resources and key outcomes affecting an individual's eventual ability to secure decent work.…”

Youth Perceptions of a School-Based Mentoring Program

“…Parents who did not graduate from high school or attend college are generally less knowledgeable about navigating the public school system and applying to college. These parents are also at a disadvantage when helping their children with homework and preparing for and navigating through college (Diemer & Li, 2011).…”

Expectativas educativas de adolescentes mexicanos en condiciones de pobreza

“…Por otra parte, los jóvenes de entornos urbanos también reportan mayor apoyo de su entorno social y familiar. Esta diferencia en cuanto a la percepción de apoyo sugiere una desventaja en detrimento de los jóvenes procedentes de localidades rurales, cuyo posible impacto en el desarrollo psicosocial de estos jóvenes requiere ser analizado más detenidamente, dado que se ha observado que el apoyo social está positivamente relacionado con las expectativas laborales de los estudiantes (Diemer & Li, 2012), y las expectati-vas laborales y educativas están fuertemente relacionadas (Schmitt-Wilson & Faas, 2016). Cabe mencionar que los tamaños del efecto asociados a las diferencias previamente señaladas son más bien modestos.…”