Post-secondary school participation of immigrant and native youth: the role of familial resources and educational expectations

Glick, Jennifer E.; White, Michael J.

doi:10.1016/j.ssresearch.2003.06.001

Cited by 194 publications

(198 citation statements)

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“…Although the term "parental expectations" has been defined in various ways in the literature, most researchers characterize parental expectations as realistic beliefs or judgments that parents have about their children's future achievement as reflected in course grades, highest level of schooling attained, or college attendance (e.g., Alexander et al 1994;Glick and White 2004;Goldenberg et al 2001). Parental expectations are based on an assessment of the child's academic capabilities as well as the available resources for supporting a given level of achievement.…”

Section: Defining Parental Expectationsmentioning

confidence: 99%

“…Of the eight articles that contrasted Asian parents with those in other groups, seven found that Asian American parents tend to hold higher expectations than do parents in other racial groups (Glick and White 2004;Hao and Bonstead-Burns 1998;Okagaki and Frensch 1998;Peng and Wright 1994;Suizzo and Stapleton 2007;Vartanian et al 2007). For example, a study by Peng and Wright (1994) drawing upon the NELS data found that 80% of Asian American parents of eighth graders expected their children to attain at least a bachelor's degree, compared with 50% of Latino parents, 58% of African American parents, and 62% of European American parents.…”

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

“…For example, a study by Peng and Wright (1994) drawing upon the NELS data found that 80% of Asian American parents of eighth graders expected their children to attain at least a bachelor's degree, compared with 50% of Latino parents, 58% of African American parents, and 62% of European American parents. Four of these eight articles tested whether Asian parents' high expectations held up after controlling for parental socioeconomic status, and all of these found that they did (Glick and White 2004;Hao and Bonstead-Burns 1998;Suizzo and Stapleton 2007;. Findings pertaining to the expectations of Latino and African Americans relative to other groups are somewhat inconsistent.…”

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

“…In four studies, Latino parents expressed significantly lower expectations than one or more other groups (Hao and Bonstead-Burns 1998;Okagaki and Frensch 1998;Peng and Wright 1994;Vartanian et al 2007), but one recent analysis using the ECLS-K data found that Latinos had higher expectations for their kindergarteners than African American and European American parents after controlling for maternal education, family income and maternal depression (Suizzo and Stapleton 2007). Two articles found that African American parents held significantly higher expectations than European American parents after controlling for socioeconomic status (SES) (Glick and White 2004;Hao and Bonstead-Burns 1998), while one study reported no significant difference between the two groups after SES was controlled (Suizzo and Stapleton 2007).…”

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

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Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. 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;

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Section: Defining Parental Expectationsmentioning

confidence: 99%

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

Section: Evidence Of Racial/ethnic Differences In Parental Expectationsmentioning

confidence: 99%

See 2 more Smart Citations

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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“…In addition, if such parental teaching predispositions are important in adaptation to schooling, there should be links between the genetic influences on parenting and offspring engagement and performance in school. One of the purposes of this study was to estimate the extent of genetic influences on parental rearing practices and engagement in school and the extent to which these genetic influences were linked.Most parents have expectations about their children's eventual educational attainment (Glick & White, 2004;Kaplan, Liu, & Kaplan, 2001), and there is evidence that this is another mechanism through which parents influence their offspring's school performance (Ganzach, 2000;Kaplan, Liu, & Kaplan, 2004). Because of the importance many people accord to educational attainment in developing career and economic opportunities, many parents develop clear expectations that their offspring will attain a certain level such as college graduation regardless of whether the parents had the opportunity to do so themselves (Glick & White, 2004).…”

mentioning

confidence: 99%

How parents influence school grades: Hints from a sample of adoptive and biological families

Johnson

Iacono

2007

Learning and Individual Differences

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Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic influence, and very modest shared environmental influence. No gender differences were evident. There were significant genetic influences common to IQ and parental expectations of educational attainment, parenting and engagement in school, school grades and engagement in school, parental expectations for offspring educational attainment and school grades, and IQ and school grades. A possible interpretation of the common genetic influences involving parenting is that parents use their own experience with school in shaping the ways in which they parent their offspring.Among developmental and clinical psychologists, parenting is considered to be an important influence on children's academic outcomes (e.g., Gadeyne, Ghesquiere, & Onghena, 2004;Steinberg, Elmen, & Mounts, 1989). This is supported by a large volume of evidence from longitudinal (e.g., Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and experimental intervention studies (e.g, Forgatch & DeGarmo, 1999), as well as by studies of concurrent associations. Investigations of the mechanisms by which parents exert their effects on academic outcomes tend to follow one of two general traditions (Kellaghan, Sloane, Alvarez, & Bloom, 1993): examination of the effects on children of parental actions, or "what parents do", and exploration of the effects on children of "who parents are". The classic parenting research focusing on socialization activities by parents in the form of emotional tone, disciplinary practices, responsiveness, and expectations (e.g., Baumrind, 1991;Maccoby & Martin, 1983) comes from the "what parents do" tradition, as does research on the quality of the home learning environment provided to children (e.g., Bradley, 1994;de Jong & Leseman, 2001). The "who parents are" tradition is represented by studies positing that socioeconomic and cultural factors carry with them trait-like parental socialization practices with a variety of contextual influences that affect development (e.g., Gallimore & Goldenberg, 2001;Gutman & McLoyd, 2000). Of course, the two research traditions do not necessarily reflect distinctCorresponding author: Wendy Johnson, c/o Department of Psyhology, University of Minnesota -Twin Cities, 75 East River Road, Minneapolis, MN 55455, 952-473-1673, wendy.Johnson@ed.ac.uk. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could...

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Ethnicity and Immigration

Fuligni

Hughes

Way

2009

Handbook of Adolescent Psychology

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Post-secondary school participation of immigrant and native youth: the role of familial resources and educational expectations

Cited by 194 publications

References 40 publications

Parental Expectations and Children's Academic Performance in Sociocultural Context

Parental Expectations and Children's Academic Performance in Sociocultural Context

How parents influence school grades: Hints from a sample of adoptive and biological families

Ethnicity and Immigration

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