Racial Differences in the Effects of Significant Others on Students' Educational Expectations

Cheng, Simon; Starks, Brian

doi:10.2307/3090281

Cited by 188 publications

(149 citation statements)

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“…One element of family environment that matters for children's educational attainment is parents' educational expectations (Teachman 1987;Teachman and Paasch 1998;Trusty 1998;Buchmann and Dalton 2002;Cheng and Starks 2002;Eccles and Wigfield 2002;Wood, Kaplan, and McLoyd 2007). High parental expectations and the duration of these expectations are strong predictors of children's school achievement and school persistence (Jacobs and Harvey 2005), and appear to have long-term influences on children's adult life outcomes (Jacobs, Chhin, and Bleeker 2006;Flouri and Hawkes 2008).…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

“…Parents' educational expectations serve as a major influence on children's expectations (Jodl et al 2001;Cheng and Starks 2002;Eccles and Wigfield 2002;Davis-Kean 2005;Neuenschwander et al 2007;Wood, Kaplan, and McLoyd 2007). Cheng and Starks (2002) used NELS data to examine racial differences in the effects of significant others on students' expectations.…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

“…Cheng and Starks (2002) used NELS data to examine racial differences in the effects of significant others on students' expectations. Their results revealed the strong influence of parents on students' own expectations, with the effect differing by racial group.…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

“…Besides family-related factors, some studies have shown that school characteristics and the expectations of teachers and school counselors all have some influence on children's expectations ( Cheng and Starks 2002;Qian and Blair 1995) and parents' perceptions of school quality and environment are closely related to parents' expectations (Spera, Wentzel and Matto 2009). In his study of Australian adolescents, Marjoribanks (2002) revealed that students' achievement and self-concept influence the relationship between family background and children's own expectations.…”

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

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The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

Zhang¹

2016

Research in the Sociology of Education

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It is commonly held in the education literature that parents' and children's educational expectations are important factors in predicting children's educational achievement and attainment. However, very little is known about the significance of parents' and children's early expectations in developing country settings. This study employs a case study of children in 100 rural villages in a poor province in Northwest China to explore the impact of parents' and children's early expectations on children's later school persistence and completion of compulsory and secondary education. I pay special attention to the agreement and disagreement in early educational expectations between parents and children. Results from analyses of longitudinal data from the Gansu Survey of Children and Families (GSCF) from 2000 to 2009 reveal two main results. First, parents' and children's early expectations are strong predictors of children's chances of staying in school, completing compulsory education and completing secondary education. Second, there are substantial discrepancies in expectations between parents and children in many families, but children whose high expectations aligned with their parents' fared best in later educational outcomes. This positive impact held even for children from the most impoverished families. Results also show that parents' expectations are tied to the local village cultural environment. Abstract It is commonly held in the education literature that parents' and children's educational expectations are important factors in predicting children's educational achievement and attainment. However, very little is known about the significance of parents' and children's early expectations in developing country settings. This study employs a case study of children in 100 rural villages in a poor province in Northwest China to explore the impact of parents' and children's early expectations on children's later school persistence and completion of compulsory and secondary education. I pay special attention to the agreement and disagreement in early educational expectations between parents and children. Results from analyses of longitudinal data from the Gansu Survey of Children and Families (GSCF) from 2000 to 2009 reveal two main results. First, parents' and children's early expectations are strong predictors of children's chances of staying in school, completing compulsory education and completing secondary education. Second, there are substantial discrepancies in expectations between parents and children in many families, but children whose high expectations aligned with their parents' fared best in later educational outcomes. This positive impact held even for children from the most impoverished families. Results also show that parents' expectations are tied to the local village cultural environment. However, among the large number of studies of parents' and children's educational expectations, only a few explore the influence of parent-child agreement and disagreement in expectations on children's sc...

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Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

Section: Parents' and Children's Educational Expectationsmentioning

confidence: 99%

See 2 more Smart Citations

The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

Zhang¹

2016

Research in the Sociology of Education

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“…Be that as it may, it is hard to overstate EEO's influence on the subsequent social science research agenda on education. Vigorous debates continue over the extent to which school resources influence both test scores and post-educational outcomes (Hanushek 1996, Card & Krueger 1999 and over the presence of peer 7 effects (e.g., Cheng & Starks 2002, Hanushek et al 2003. EEO remains a central reference point for studies of black-white differences in educational attainment (Gamoran 2001, Hallinan 2001).…”

Section: Equality Of Educational Opportunitymentioning

confidence: 99%

The Sociology of James S. Coleman

Marsden

2005

Annu. Rev. Sociol.

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■ Abstract This chapter surveys the career and scholarship of James S. Coleman.It tracks scholarly usage of his work, with attention to references after 1995 and the subject areas in which its use is concentrated. At base a scholar of problems in social organization, Coleman made influential contributions that range across the sociology of education, policy research, mathematical sociology, network/structural analysis, and sociological theory. Works from several phases of Coleman's career are cited widely by scholars in sociology, education, economics, business/management, and other social science fields; during the past decade his conceptual work on social capital has been most influential. Coleman's widely debated Foundations of Social Theory is receiving increasing attention and has helped to establish a stable if limited niche for rational choice analysis within sociology.

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2012

ASHE Higher Education Report

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Executive Summary Foreword Acknowledgments The Case for a Comprehensive Model of College Readiness The Complexity of College Readiness Quasi‐Ecological Approaches to College Readiness The Next Generation of College Readiness Research Method and Organization The Human Ecology Framework Principles of Development in Ecological Systems Environmental Contexts Environmental Interactions: A Fully Ecological Model Individual: The Attributes of College Readiness Resource Characteristics Force Characteristics Demand Characteristics The Individual in an Ecological Context Microsystem: The Direct Experience of Students Academic Preparation in Schools Out‐of‐School Microsystems Direct Experience in an Ecological Context Mesosystem: A Network of Overlapping Relationships Cultural Capital and the Mesosystem Social Capital and Mesosystem Connectors College and High School Integration Overlapping Relationships in the Ecological Context Exosystem: The Site of Systemic and Structural Changes Precollege Intervention Programs School Reform Role of States Role of Federal Government Role of Foundations and Nonprofit Organizations Systems and Structures in Ecological Context Macrosystem: The Arena of Culture and Ideology Foundational Beliefs Language, Subculture, and Theory Culture and Ideology in the Ecological Context Chronosystem: The Role of Time in College Readiness Cohort and Era Sequence and Timing Developmental Change The Role of Time in Ecological Context The Ecological View of College Readiness The Ecology of College Readiness Using an Ecological Approach in Research and Evaluation Implications for Policy Implications for Practice Moving Toward an Ecological Approach to College Readiness References Name Index Subject Index About the Authors

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Racial Differences in the Effects of Significant Others on Students' Educational Expectations

Cited by 188 publications

References 56 publications

The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

The Hopes Carry Them On: Early Educational Expectations and Later Educational Outcomes in Rural Gansu, China

The Sociology of James S. Coleman

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