Realized Potential or Lost Talent: High School Variables and Bachelor's Degree Completion

Trusty, Jerry; Niles, Spencer G.

doi:10.1002/j.2161-0045.2004.tb00651.x

Cited by 60 publications

(53 citation statements)

References 9 publications

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“…Several student demographic factors have been linked with poor achievement and negative school environments, including poverty (Evans, 2004;Oates, 2003;Trusty & Niles, 2004), race/ethnicity (Signer & Saldana, 2001;Sladen, 1982), and gender. This study found that school counselors who perceived students as being low academic achievers were significantly less likely to rate them as attractive clients.…”

Section: Discussionmentioning

confidence: 98%

“…Recent journal articles (Bemak & Chung, 2005;Brinson, Brew, & Denby, 2008;Trusty & Niles, 2004), texts (Liu, 2010;Pederson & Carey, 2003), and professional codes and standards (American School Counselor Association [ASCA], 2005; Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2001) abound with references to the underprivileged, poverty, socioeconomic indicators, and achievement gaps. Much of the empirical evidence relating to social class and school counseling has focused on student self-reported experiences or developmental outcomes (Ackerman, Brown, & Izard, 2004;Rosenbloom & Way, 2004).…”

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confidence: 96%

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The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

Hutchison

2011

Equity & Excellence in Education

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This analog study presented 173 practicing school counselors with one of four case scenarios depicting a student new to their school. Each scenario manipulated one of two levels of the independent variables, which were perceived poverty and academic achievement. Main effects indicate that participants rated students as more attractive counseling participants when they are perceived as poor and/or strong academic performers. Implications for school counselors and further research are discussed.Issues of social class are a frequent topic in counseling literature, particularly publications pertaining to school counseling.

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Section: Discussionmentioning

confidence: 98%

mentioning

confidence: 96%

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

Hutchison

2011

Equity & Excellence in Education

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“…Kao (2002) found that children were more likely to maintain their educational expectations over time if parents and children share the same expectations. Analyzing NELS data from 1988 to 2000, Trusty and Niles (2004) also found that students with high expectations were more likely to fulfill their goals if their parents also held high expectations for them.…”

Section: Agreement and Disagreement Between Parents' And Children's Ementioning

confidence: 94%

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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“…Research defines educated employees as those individuals who hold at least bachelor's degrees. These degrees are necessary for entry into many higher paying occupations after the academic credentials an individual has obtained [16,17,18].…”

Section: Literature Review/theoretical Frameworkmentioning

confidence: 99%

Boosting Voice Equity at Workplace: An Implication of Tertiary Education on Mature Women Work Performance in Rwanda

Kambanda¹,

Charles²,

Marie³

et al. 2018

EDUCATION

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Before 1994, Rwanda education policy knew some selection barriers to access tertiary education.Thereafter, it liberated the access allowing many higher private learning institutions to open their doors. This paper analyzed late tertiary education impact on mature women students. The impact regards acquired knowledge, skills and capacity that boosted their voice equity to better perform at workplace than before. The research embarked on Bandura's [1] social learning theory (or social cognition theory) that proves how people with high self-efficacy master their feelings and thoughts, are self-directed and motivated to accomplish their targets. The study followed a qualitative approach including interviews with 18 mature women and 104 who filled the questionnaires. All the participants were in fourth year, between the ages of 30-45 and selected from five higher private and public learning institutions but following different programmes. The findings show that their self-efficacy beliefs as a social cognition construct empowered their capacity to perform specific duties through personal goal setting. Further, tertiary education, from the majority of their views and perceptions, increased their self-esteem and trust, rendered them effective human capital in their day-to-day duties, enhanced their personal fulfillment and awakened them to be more participative in different social, political, economic spheres etc.. In addition, they learned to link challenging goals of studying to strong commitment of being good performers at work, raising confidence in colleagues, employers, neighbors and avoiding failures but creating attitudes of serenity and scrutiny to approach difficult situations.

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Realized Potential or Lost Talent: High School Variables and Bachelor's Degree Completion

Cited by 60 publications

References 9 publications

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

The Influence of Perceived Poverty and Academic Achievement on School Counselor Conceptualization

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

Boosting Voice Equity at Workplace: An Implication of Tertiary Education on Mature Women Work Performance in Rwanda

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