Lost Talent: Unrealized Educational Aspirations and Expectations among U.S. Youths

Hanson, Sandra L.

doi:10.2307/2112789

Cited by 260 publications

(333 citation statements)

References 25 publications

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“…In terms of differences across ethnicities, we found that white British adolescents reported lower educational and occupational aspirations than other ethnic groups, while black African students reported the highest level of educational aspirations; confirming findings from previous studies (Walsemann & Bell, 2010;Hanson, 1994;Strand & Winston, 2008). Previous research in this area has also suggested that it is the ethnic population that has remained in the area of deprivation for longest that tends to find it harder to escape (McLeod 1995;Jackson et al, 2006).…”

Section: Running Head: the Aspirations Of Adolescents From Areas Of Dsupporting

confidence: 88%

“…Walsemann and Bell (2010) reported that black male students had higher predicted probabilities of high educational aspirations than white male students in certain schools and African American students have been found to report higher self-esteem than white students, but show, on average, lower academic achievement. Despite often having fewer resources to fall back on, non-white high school students were also more likely than white students to convert the resources they did have into consistently high expectations (Hanson, 1994).…”

Section: Introductionmentioning

confidence: 99%

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The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

Frostick

Phillips

Renton

et al. 2015

J Youth Adolescence

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Adolescents from areas of high deprivation are often assumed to have low aspirations for the future. However, recent research has suggested otherwise and there have been calls for more substantial investigation into the relationship between poverty and aspiration. This article reports levels and variation in aspiration from 1,214 adolescents (49.5% male; 50.5% female) living in areas of high deprivation across 20 London boroughs. A strength of this study is our large and diverse population of low socio-economic status (SES) adolescents, comprising of white British (22%), black African (21%), black Caribbean (9%), Indian/Pakistani/Bangladeshi/Other Asian (24%), mixed ethnicity (9%), and 15% defining themselves as Other. Our measures indicated a high group level of reported aspiration with notable variations. Females reported higher educational (but not occupational) aspirations than males; white British students reported lower educational and occupational aspirations than other ethnic groups; and black African children reported the highest educational aspirations. Perceived parental support for education had the largest positive association with aspirations. In contrast to previous findings from studies carried out in the United States, aspirations were found to be negatively associated with perceptions of school and school peer environment. These measures explored feelings of safety, happiness and belonging within the school environment and school peer group. We discuss possible explanations for this unexpected finding within our population of adolescents from UK state schools and how it might affect future policy interventions. This study makes an important contribution to the literature on adolescent aspirations because of the unique nature of the data sample and the multiple domains of functioning and aspiration measured.

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Section: Running Head: the Aspirations Of Adolescents From Areas Of Dsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

Frostick

Phillips

Renton

et al. 2015

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…Empirical research confirms this; socioeconomic background and academic performance have been found to be the two variables that best predict the level of occupational aspirations [21,[26][27][28].…”

Section: Occupational Aspirations and Aspiration Achievementmentioning

confidence: 66%

Socioeconomic status, achieving occupational aspirations and sickness absence: A population based longitudinal study of Norwegian youths

Gjerustad¹,

Soest²

2011

Nor J Epidemiol

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This paper examines whether the degree of convergence between occupational aspirations and actual occupational achievement can elucidate the relationship between socioeconomic status and sickness absence. The analyses draw on survey data from a longitudinal study following 1,552 respondents from adolescence through young adulthood linked to register data on sickness absence. Occupational aspirations in adolescence were contrasted with actual occupational achievement in young adulthood and used to predict sickness absence. In accordance with existing research, socioeconomic status significantly predicted sickness absence, even after controlling for several relevant variables. Including aspiration achievement in the analysis reduced the relationship between socioeconomic status and sickness absence, while aspiration achievement was significantly related to sickness absence. The findings indicate that aspiration achievement mediates the relationship between socioeconomic status and sickness absence.

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“…Previous research has documented that even talented young students fail to achieve at levels that are in consistency with their academic potentials (Diener & Dweck, 1980;Hanson, 1994;Stephanou, 2004a). Also, the psychological consequences of academic success or failure are influenced by the beliefs and goals that students have (Boekaerts, 2002;Dweck, 1999;Eccles & Wigfield, 1995;Linnenbrink & Pintrich, 2000Marsh & Craven, 1997;Mason, 2003;Stephanou, 2007a, 20011b).…”

Section: Introductionmentioning

confidence: 99%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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This study examined (a) students' (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students' hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.

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Lost Talent: Unrealized Educational Aspirations and Expectations among U.S. Youths

Cited by 260 publications

References 25 publications

The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

The Educational and Employment Aspirations of Adolescents from Areas of High Deprivation in London

Socioeconomic status, achieving occupational aspirations and sickness absence: A population based longitudinal study of Norwegian youths

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

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